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Processing perspectives on task performance /
This chapter reports on a study of video-based narrative retellings, in which the major variables are degree of structure and the nature of the processing conditions under which the retellings were done. The two variables were manipulated in a 4 × 4 design. Four Mr. Bean video clips were used, with...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
John Benjamins Publishing Company,
2014.
|
| Colección: | Task-based language teaching ;
v. 5. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Processing perspectives on task performance / |c edited by Peter Skehan, St. Mary's University College/University of Auckland. |
| 264 | 1 | |a Amsterdam : |b John Benjamins Publishing Company, |c 2014. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Task-based language teaching, |x 1877-346X ; |v 5 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This chapter reports on a study of video-based narrative retellings, in which the major variables are degree of structure and the nature of the processing conditions under which the retellings were done. The two variables were manipulated in a 4 × 4 design. Four Mr. Bean video clips were used, with different levels of structure, ranging from no structure to a clear, well organised problem-solution structure. In addition to a control group, there were two online processing conditions (opportunity to pause, and provision of a summary before the task), and one offline Watch-then-Tell condition. T. | ||
| 505 | 0 | |a Processing Perspectives on Task Performance -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Series editors' preface to Volume 5 -- Preface -- The context for researching a processing perspective on task performance -- Introduction -- The structure of the book -- Measurement issues -- References -- On-line time pressure manipulations -- Introduction -- Processes of L1 speaking -- L2 speaking processing and time pressure -- L2 speaking intervention targeting the bottleneck of time pressure -- Research Questions -- Method -- Participants -- English proficiency pre-test -- Material -- Slowed video for on-line planning -- Task conditions and instructions -- Measures of speaking performance -- Coding -- Analysis -- Results -- Pre-test -- Speaking conditions -- Discussion -- Intervention targeting content conceptualization -- Intervention targeting linguistic formulation -- Intervention targeting speech monitoring -- Conclusion -- Author note -- References -- Appendix A The Material Content (story scenes) -- Story 1 Mr. Bean Had a 'Sleepless Night' -- Story 2 Mr. Bean went 'Shopping' -- Appendix B Task instructions -- Task readiness -- Introduction -- A theoretical framework of task readiness -- Methods -- Participants -- Speaking tasks -- Proficiency criteria -- Study design: Independent variables -- Performance measures: Dependent variables -- Data analysis -- Results -- Fluency -- Accuracy -- Complexity -- Discussion -- Topic familiarity -- Strategic planning -- Proficiency -- The magnitude of task-internal and task-external readiness effects -- Task-internal readiness in form-meaning connection -- Compensation effects in fluency between task-internal and task-external readiness -- Implications -- Conclusion -- References -- Self-reported planning behaviour and second language performance in narrative retelling. | |
| 505 | 8 | |a Introduction -- Early publications on planning -- Ortega's research into planning -- Motivation for the present research -- Method -- Research questions -- Research methodology -- Participants and setting -- Tasks -- Procedures -- Performance measures -- Segmenting the retrospective interviews -- First coding: Constructing the coding scheme -- Second coding: Real coding -- Results -- Basic quantitative analyses -- The codes and the Levelt model -- Quantitative data -- Frequency of reported planning behaviour and performance levels -- Discussion -- Build your own structure -- Avoid trouble, and be realistic -- Handle trouble when it occurs -- Plan small or specific (versus Plan General) -- Avoid grammar focus -- Conclusion -- References -- Appendix 1 -- Instructions for the Picture Story Telling Task -- Instructions when you are a listener -- Appendix 2 -- Retrospective interview prompts -- Appendix 3 -- Coding Scheme: Planning activities of ESL speakers doing picture story telling task -- Get it right in the end -- Introduction -- Literature review -- Aims of the present study -- Research methodology -- Participants -- Experimental tasks -- Procedures -- Research design -- Data transcription and coding -- Data analysis -- Results -- Results for Research Question 1 -- Results for Research Question 2 -- Results for Research Question 3 -- Summary of the results -- Discussion -- Effects of post-task transcribing -- Different effects of post-task transcribing on various aspects of task performance -- The role of interaction in pair-based transcribing -- The role of revision after transcribing -- Pedagogical implications -- Conclusion -- References -- Appendix -- Task Instruction and Letters for Interactive Decision-making Tasks -- Letter A: Cyber Love -- Letter B: Unbalanced Degree -- Structure, lexis, and time perspective -- Introduction -- Methods. | |
| 505 | 8 | |a Participants -- English proficiency pre-test -- Material and tasks -- Operationalization of the Here-and-now and There-and-then conditions -- Procedure -- Data handling and coding -- Measures -- Research design and statistical analysis -- Results -- Discussion -- Conclusions -- Acknowledgments -- References -- Appendix A Task Instructions -- Instructions for There-and-Then Narration -- Instructions for Here-and-Now Narration -- Structure and processing condition in video-based narrative retelling -- Introduction -- Method -- Materials -- Research design -- Procedure: Interacting with students -- Data processing -- Participants -- Measures -- Analyses -- Results -- Discussion -- Conclusions -- References -- Limited attentional capacity, second language performance, and task-based pedagogy -- Major themes -- Planning, preparedness, and readiness -- Introduction -- The three studies -- Accuracy -- Complexity -- Fluency -- Lexis -- Interpretations -- Serial and parallel processing -- Structure -- Introduction -- The studies in this volume -- Interpretations -- Processing, task complexity, and cognition -- Selective attention and task conditions -- Second language performance: Positive and negative influences -- Pedagogy -- Tasks within lessons -- Principles for using a task-based approach -- References -- Author Biodata -- Index. | |
| 546 | |a English. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Language and languages |x Study and teaching. | |
| 650 | 0 | |a Task analysis in education. | |
| 650 | 0 | |a Competence and performance (Linguistics) | |
| 650 | 0 | |a Second language acquisition. | |
| 650 | 0 | |a Second language acquisition |x Methodology. | |
| 650 | 0 | |a Cognitive learning. | |
| 650 | 0 | |a Psycholinguistics. | |
| 650 | 2 | |a Psycholinguistics | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Éducation |x Analyse des emplois. | |
| 650 | 6 | |a Compétence et performance (Linguistique) | |
| 650 | 6 | |a Langue seconde |x Acquisition. | |
| 650 | 6 | |a Langue seconde |x Acquisition |x Méthodologie. | |
| 650 | 6 | |a Apprentissage cognitif. | |
| 650 | 6 | |a Psycholinguistique. | |
| 650 | 7 | |a psycholinguistics. |2 aat | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Multi-Language Phrasebooks. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Alphabets & Writing Systems. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Spelling. |2 bisacsh | |
| 650 | 7 | |a Cognitive learning |2 fast | |
| 650 | 7 | |a Competence and performance (Linguistics) |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Psycholinguistics |2 fast | |
| 650 | 7 | |a Second language acquisition |2 fast | |
| 650 | 7 | |a Second language acquisition |x Methodology |2 fast | |
| 650 | 7 | |a Task analysis in education |2 fast | |
| 700 | 1 | |a Skehan, Peter, |e editor. | |
| 758 | |i has work: |a Processing perspectives on task performance (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGYj8YbJqqTkTPFyXCbFjC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Processing perspectives on task performance |z 9789027207258 |w (DLC) 2013050660 |w (OCoLC)867851679 |
| 830 | 0 | |a Task-based language teaching ; |v v. 5. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1676586 |z Texto completo |
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