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Titolo:
Quantifying the effect of peer interaction on second language students' written argument texts
Autore:
Franken, M; Haslett, SJ;
Indirizzi:
Massey Univ, Sch Language Studies, Palmerston North, New Zealand Massey Univ Palmerston North New Zealand Palmerston North, New Zealand
Titolo Testata:
NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES
fascicolo: 2, volume: 34, anno: 1999,
pagine: 281 - 295
SICI:
0028-8276(1999)34:2<281:QTEOPI>2.0.ZU;2-9
Fonte:
ISI
Lingua:
ENG
Soggetto:
KNOWLEDGE; TALK;
Keywords:
NESB; English (second language); writing (composition);
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
38
Recensione:
Indirizzi per estratti:
Indirizzo: Franken, M Massey Univ, Sch Language Studies, Private Bag 11 222, Palmerston North, New Zealand Massey Univ Private Bag 11 222 Palmerston North New Zealand d
Citazione:
M. Franken e S.J. Haslett, "Quantifying the effect of peer interaction on second language students' written argument texts", NZ J EDUC, 34(2), 1999, pp. 281-295

Abstract

This paper reports on a quasi-experimental study investigating the effectsof interaction on the writing of argument texts by second language (or NESB) students in a high school. Results are compared on variables related to the conventional text quality measures: communicative quality; ideas and organisation; and grammatical accuracy and complexity. The results indicate benefits for working in a solitary way. When students worked alone, their texts resulted in significantly better mean scores for grammatical accuracy and complexity. This paper seeks to explain this finding by analysing the possible sources of constraints on performance experienced by students with language backgrounds other than English.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 28/11/20 alle ore 21:29:55