Discourse Analysis in the CLIL Classroom. The Effects of Task Dimensions on L2 Oral Performance
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http://hdl.handle.net/10347/19118
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Título: | Discourse Analysis in the CLIL Classroom. The Effects of Task Dimensions on L2 Oral Performance |
Autor/a: | González Gándara, David |
Dirección/Titoría: | Palacios Martínez, Ignacio Miguel (dir.) |
Centro/Departamento: | Universidade de Santiago de Compostela. Centro Internacional de Estudos de Doutoramento e Avanzados (CIEDUS) Universidade de Santiago de Compostela. Escola de Doutoramento Internacional en Artes e Humanidades, Ciencias Sociais e Xurídicas Universidade de Santiago de Compostela. Programa de Doutoramento en Estudos Ingleses Avanzados: Lingüística, Literatura e Cultura |
Palabras chave: | CLIL | Discourse Analysis | Task | Task dimensions | |
Data: | 2019 |
Resumo: | This study explores the hypothesis that the pedagogical tasks in the context of second or foreign language acquisition within a CLIL programme at the primary leve lof education can be defined as the interplay of of three main factors: the role of the student in the task, the amount of context support embedded, and the task cognitive demand. In order to confirm this theory, a new framework to analyse particular cases has been devised and later on tested. The transcriptions of the tasks carried out by a group of nine elementary school students in the classroom are closely analysed as an example of an action-research study to identify the dimensions of tasks that favour the oral use of the L2, English in this case, by the teacher, students and the teaching assistant. The role of the student in the input, the amount of context embedded in the tasks, and the cognitive demand are the factors chosen for a factorial design. The variables of the study are the amount of the oral L2 produced, as measured in As-units per second, and the quality of these oral productions, which has been measured later according to the number of clauses per AS-unit. The amount of L1 produced is also considered as well as the L2. A number of relevant pedagogical implications and applications are derived from the findings obtained which will be of interest for administrators, educationalists and foreign language teachers. |
URI: | http://hdl.handle.net/10347/19118 |
Dereitos: | Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
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