Students transcribing tasks: noticing fluency, accuracy, and complexity
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Christopher Stillwell [1] ; Brad Curabba [1] ; Kamsin Alexande [1] ; Andrew Kidd [1] ; Euna Kim [1] ; Paul Stone [1] ; Christopher Wyle [1]
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[1] Kanda University of International Studies
Kanda University of International Studies
Chūō-ku, Japón
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 64, Nº 4, 2010, págs. 445-455
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for increased awareness and informed goal setting. Students can thus become researchers into their own language use, with their transcriptions offering teachers an efficient means of tracking their performances. This article shares findings gleaned from the implementation of a self-transcription activity that followed a poster presentation task, in which post-task reflection had the students assess their transcribed language according to simplified measures of fluency, accuracy, and complexity. In the closing, alternative means of adapting such work to suit a range of classroom conditions and purposes will be discussed.
