Using computer based exploratory talk to encourage secondary school students' oral interaction
Fecha
2019Autor
Director
Versión
Acceso abierto / Sarbide irekia
Tipo
Trabajo Fin de Máster/Master Amaierako Lana
Impacto
|
nodoi-noplumx
|
Resumen
Several studies have investigated the main communicative problems of students engaged
in collaborative tasks. Likewise, computer-based activities have been
proved successful
at stimulating effective talk among L1-English primary-school learners (L1). However,
research on learners of
English as a Foreign Language (EFL) is still limited
comparatively. Inspired ...
[++]
Several studies have investigated the main communicative problems of students engaged
in collaborative tasks. Likewise, computer-based activities have been
proved successful
at stimulating effective talk among L1-English primary-school learners (L1). However,
research on learners of
English as a Foreign Language (EFL) is still limited
comparatively. Inspired in the communicative activity defined by Fisher (1992) as
Exploratory Talk, this study intends to analyse the effects of computer-based
communicative tasks in EFL students in order to determine whether they encourage oral
interaction, and the type and amount of Negotiation of Meaning (NoM) and L1 use it
might generate. The study was conducted with
eight
students, separated in
four
dyads,
belonging to the 3rd year of the Compulsory Second
ary Education high school in
Pamplona, Navarre. The
four
dyads participated in
two
different communicative tasks. In
the first task learners had to perform a Cambridge picture-describing task while on the
second they had to complete an interactive narrative designed to elicit exploratory
talk.
Data for the study was collected by means of audio-recorded oral interaction. It was
subsequently transcribed and coded according to Oliver’s classification of NoM strategies
(1998). Results indicate that computer-based Exploratory Talk task increases interaction
between students as regards the number of turns carried out by each dyad and generated
a higher number of instances of L1 use. However, a poor number of conversational
adjustments reveals that there are no significant alterations between task in terms of NoM. [--]
Materias
Exploratory talk,
Interaction,
Negotiation of meaning,
Task,
EFL
Titulación
Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra /
Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan