Learning from the transcripts of an oral communication task.
This article reports a study of two English for Academic Purposes (EA P) classes who used different forms oftranscript of their performances on a role-play speaking task as the basis for reprocessing and improving their output. One class used transcripts produced by the learners themselves, and the...
| Published in: | ELT Journal: English Language Teaching Journal Vol. 61; no. 4; pp. 311 - 321 |
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| Format: | Article |
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Oxford University Press / USA
Oct2007
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=27236024&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 27236024 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09510893 ELT jtl: ELT Journal: English Language Teaching Journal issn: 09510893 maglogo: N pubinfo: dt: Oct2007 vid: 61 iid: 4 pid: 622 pub: Oxford University Press / USA artinfo: ui: 27236024 10.1093/elt/ccm050 ppf: 311 ppct: 10 formats: tig: atl: Learning from the transcripts of an oral communication task. aug: au: Lynch, Tony affil: University of Edinburgh su: English language education Transcription (Linguistics) English teachers Role playing Effective teaching Teacher effectiveness Classroom environment Educational sociology Teacher-student relationships sug: subj: English language education Transcription (Linguistics) English teachers Role playing Effective teaching Teacher effectiveness Classroom environment Educational sociology Teacher-student relationships ab: This article reports a study of two English for Academic Purposes (EA P) classes who used different forms oftranscript of their performances on a role-play speaking task as the basis for reprocessing and improving their output. One class used transcripts produced by the learners themselves, and the other used extracts transcribed by the teacher. Analysis oftwo subsequent performances on the same task—the second after two days and the third four weeks later—showed that both procedures were manageable under normal classroom conditions, and suggests that the self-transcribing procedure was more effective in helping the learners to maintain higher rates of accuracy in the forms highlighted during the reprocessing activities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
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