Moser, Jason (2012)
Ph.D. thesis, University of Birmingham.
This study is a classroom-based, mixed methods study into the influence of transcribing, reporting, and task repetition on in class student oral task performances. The study investigates two questions. First do students in an intact classroom improve task performances when they repeat the same task in subsequent performances? In a previous exploratory study by Moser (2008) students did not take advantage of task repetition opportunities to improve a repeat task performance. It was concluded that the reason for this was that amongst many students there was a lack of perceived pedagogical rationale for task repetition. On this point and more specifically the study investigates does a more transparent pedagogical focus realized through a transcribing phase or a reporting phase prior to a repeat task performance result in improved subsequent task performances. Related to this, and the second question of this study, is does the more intensive transcription work result in improved task performances than the reporting work? The results of the study reveal no significant difference between transcribing or reporting on subsequent task performances; however, there was significant results for a task repetition effect on task performances. The classroom implications of these findings will be discussed.
|Type of Work:||Ph.D. thesis.|
|School/Faculty:||Colleges (2008 onwards) > College of Arts & Law|
|Department:||Centre for English Language Studies, Department of English|
|Subjects:||LB Theory and practice of education|
P Philology. Linguistics
|Institution:||University of Birmingham|
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