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dc.contributor.authorWaara, Renee
dc.date.accessioned2012-11-14T12:26:02Z
dc.date.available2012-11-14T12:26:02Z
dc.date.issued2010-06
dc.identifier.citationWaara, R. Motivation, language development, and lesson design in task-based lessons in two foreign language classrooms. I T.M. Guldal [et al.](red.), FoU i praksis 2009 : rapport fra konferanse om praksisrettet FoU i lærerutdanning (s. 295-304). Trondheim: Tapir akademisk forlag.no_NO
dc.identifier.isbn978-82-519-2565-5
dc.identifier.urihttp://hdl.handle.net/11250/145873
dc.description.abstractThe fieldwork for this study is conducted by two PPU students. Lessons are designed and implemented following principles of task-based learning in upper secondary school, one in German and one in Spanish. A pre- and post-survey is collected that maps affective variables and preferred types of language activities. Spoken pre- and post-tests are collected by the students using wordless comic strips. Transcript are analyzed using standardized measures for fluency, lexical complexity, structural complexity, and accuracy. Language production in the two classes improved in different areas after a 16 lesson project teaching. Correlations between lesson desgin, language production differences, and motivational factros are identified and discussed in light of the Cognition Hypothesis.no_NO
dc.language.isoengno_NO
dc.publisherTapir akademiskno_NO
dc.subjectforeign languageno_NO
dc.subjectdidacticsno_NO
dc.subjectfremmedspråkno_NO
dc.subjectdidaktikkno_NO
dc.titleMotivation, language development, and lesson design in task-based lessons in two foreign language classroomsno_NO
dc.typeChapterno_NO
dc.typePeer reviewedno_NO
dc.subject.nsiVDP::Social science: 200::Education: 280::Subject didactics: 283no_NO
dc.source.pagenumber295-304no_NO


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