Q3165578 (Q3165578): Difference between revisions
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(Created claim: summary (P836): The Interactionary Theory (LONG, 1996), ONE OF THE MORE CONSOLISED RESEARCH MARKES IN THE AREA OF ADQUISTION OF LENGUAS SECON (ASL) (GARCIA MAYO & ALCON SOLER, 2012; PICA, 2013), MAINTAINS THAT THE INTERACTION BETWEEN LANGUAGE LEARNERS GREATLY HELPS THE ACQUISITION PROCESS BY ACTIVATING VARIOUS COGNITIVE MECHANISMS THAT FACILITATE THE PROCESS. SO FAR, THE VAST MAJORITY OF THE WORK HAS FOCUSED ON THE ANALYSIS OF ORAL INTERACTION BETWEEN ADULTS AN...) |
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The Interactionary Theory (LONG, 1996), ONE OF THE MORE CONSOLISED RESEARCH MARKES IN THE AREA OF ADQUISTION OF LENGUAS SECON (ASL) (GARCIA MAYO & ALCON SOLER, 2012; PICA, 2013), MAINTAINS THAT THE INTERACTION BETWEEN LANGUAGE LEARNERS GREATLY HELPS THE ACQUISITION PROCESS BY ACTIVATING VARIOUS COGNITIVE MECHANISMS THAT FACILITATE THE PROCESS. SO FAR, THE VAST MAJORITY OF THE WORK HAS FOCUSED ON THE ANALYSIS OF ORAL INTERACTION BETWEEN ADULTS AND CHILDREN WHILE PERFORMING COMMUNICATIVE TASKS IN ENGLISH CONTEXTS SUCH AS SECOND LANGUAGE (ILS) OR FOREIGN LANGUAGE (ILE). However, IN OUR CONTEXT IS INEXISTANCE THE INVESTIGATION IN COMING THE CHILDREN OF PRIMARY EDUCATION SUPERIOUS COURSES (5th and 6th) PRODUCTS A TEXT WRIT OF COLABORATIVE FORMA._x000D_ this project, which takes, as far as possible, the impossibility of writing in language learning (Manchon, 2011), it has as a general mandate to explain the potential of collaborative writing in the learning of ILE and to document the collabrative interaction between primary education and training activities that require the development of a written product. RESEARCH ON ASL HAS SHOWN THAT COLLABORATIVE DIALOGUE IS A CRUCIAL SOURCE OF LEARNING SINCE COLLABORATIVE ACTIVITY CREATES MEANING AND BUILDS KNOWLEDGE TOGETHER (STORCH, 2016; SWAIN, 2006). _x000D_ to the IGUAL that OCURREE WITH THE INVESTIGATION ON ORAL INTERACTION TARES IN THE PRIMARY EDUCATION AULA (see FFI2012-32212), THE INVESTIGATION ON WRITE PRODUCTION Collaborative TAREAS is basically inexistent in our connection. THEREFORE, THE PRESENT RESEARCH PROJECT WILL COMPRISE FOUR STUDIES. THE FIRST WILL FOCUS ON THE EFFECT THAT THE MODE OF THE TASK CAN HAVE AND THE NUMBER OF PARTICIPANTS (PARTNERS VS. SMALL GROUPS) ON THE PRODUCTION OF EPISODES RELATED TO LANGUAGE (ERL) AND ON THE DYNAMICS OF COUPLES. A SECOND STUDY WILL FOCUS ITS ATTENTION ON DICTOGLOSIA AND ALLOW TO INVESTIGATE TO WHAT EXTENT THIS TYPE OF COLLABORATIVE TASK, WHICH REQUIRES WRITTEN PRODUCTION, FACILITATES STUDENTS OF PRIMARY EDUCATION TO CENTRE IN GRAMMATICAL ASPECTS THAT ARE PROBLEMATIC IN THEIR ACQUISITION. THE THIRD STUDY WILL FOCUS ON THE EFFECT OF THE TASK REPETICION VARIABLE ON THE PRODUCTION OF ERL AND ON THE COMPLEXITY, PRECISION AND FLUIDITY OF THE PRODUCTS GENERATED IN COLLABORATION. THE FOURTH AND LAST STUDY WILL CONSIDER THE IMPACT OF DIFFERENT TYPES OF FEEDBACK ON THE FINAL WRITTEN PRODUCT. GIVEN THE IMPORTANCE OF THE INDIVIDUAL MOTIVATION VARIABLE IN THE PROCESSES OF PEER COLLABORATION, ALL THESE STUDIES WILL ALSO EXAMINE THE IMPACT OF THE MOTIVATION OF THE PARTICIPANTS WHEN COMPLETING THE TASKS. AT THE THEORETICAL LEVEL, THE RESULTS OF THE STUDIES WILL CONTRIBUTE TO THE DISCUSSIONS IN ASL ON THE VARIOUS ASPECTS ANALYSED. AT THE PEDAGOGICAL LEVEL, THE RESULTS OF THE STUDIES ARE EXPECTED TO HAVE AN INFLUENCE ON THE TEACHING PRACTICES OF PRIMARY EDUCATION TEACHERS. (English) | |||||||||||||||
| Property / summary: The Interactionary Theory (LONG, 1996), ONE OF THE MORE CONSOLISED RESEARCH MARKES IN THE AREA OF ADQUISTION OF LENGUAS SECON (ASL) (GARCIA MAYO & ALCON SOLER, 2012; PICA, 2013), MAINTAINS THAT THE INTERACTION BETWEEN LANGUAGE LEARNERS GREATLY HELPS THE ACQUISITION PROCESS BY ACTIVATING VARIOUS COGNITIVE MECHANISMS THAT FACILITATE THE PROCESS. SO FAR, THE VAST MAJORITY OF THE WORK HAS FOCUSED ON THE ANALYSIS OF ORAL INTERACTION BETWEEN ADULTS AND CHILDREN WHILE PERFORMING COMMUNICATIVE TASKS IN ENGLISH CONTEXTS SUCH AS SECOND LANGUAGE (ILS) OR FOREIGN LANGUAGE (ILE). However, IN OUR CONTEXT IS INEXISTANCE THE INVESTIGATION IN COMING THE CHILDREN OF PRIMARY EDUCATION SUPERIOUS COURSES (5th and 6th) PRODUCTS A TEXT WRIT OF COLABORATIVE FORMA._x000D_ this project, which takes, as far as possible, the impossibility of writing in language learning (Manchon, 2011), it has as a general mandate to explain the potential of collaborative writing in the learning of ILE and to document the collabrative interaction between primary education and training activities that require the development of a written product. RESEARCH ON ASL HAS SHOWN THAT COLLABORATIVE DIALOGUE IS A CRUCIAL SOURCE OF LEARNING SINCE COLLABORATIVE ACTIVITY CREATES MEANING AND BUILDS KNOWLEDGE TOGETHER (STORCH, 2016; SWAIN, 2006). _x000D_ to the IGUAL that OCURREE WITH THE INVESTIGATION ON ORAL INTERACTION TARES IN THE PRIMARY EDUCATION AULA (see FFI2012-32212), THE INVESTIGATION ON WRITE PRODUCTION Collaborative TAREAS is basically inexistent in our connection. THEREFORE, THE PRESENT RESEARCH PROJECT WILL COMPRISE FOUR STUDIES. THE FIRST WILL FOCUS ON THE EFFECT THAT THE MODE OF THE TASK CAN HAVE AND THE NUMBER OF PARTICIPANTS (PARTNERS VS. SMALL GROUPS) ON THE PRODUCTION OF EPISODES RELATED TO LANGUAGE (ERL) AND ON THE DYNAMICS OF COUPLES. A SECOND STUDY WILL FOCUS ITS ATTENTION ON DICTOGLOSIA AND ALLOW TO INVESTIGATE TO WHAT EXTENT THIS TYPE OF COLLABORATIVE TASK, WHICH REQUIRES WRITTEN PRODUCTION, FACILITATES STUDENTS OF PRIMARY EDUCATION TO CENTRE IN GRAMMATICAL ASPECTS THAT ARE PROBLEMATIC IN THEIR ACQUISITION. THE THIRD STUDY WILL FOCUS ON THE EFFECT OF THE TASK REPETICION VARIABLE ON THE PRODUCTION OF ERL AND ON THE COMPLEXITY, PRECISION AND FLUIDITY OF THE PRODUCTS GENERATED IN COLLABORATION. THE FOURTH AND LAST STUDY WILL CONSIDER THE IMPACT OF DIFFERENT TYPES OF FEEDBACK ON THE FINAL WRITTEN PRODUCT. GIVEN THE IMPORTANCE OF THE INDIVIDUAL MOTIVATION VARIABLE IN THE PROCESSES OF PEER COLLABORATION, ALL THESE STUDIES WILL ALSO EXAMINE THE IMPACT OF THE MOTIVATION OF THE PARTICIPANTS WHEN COMPLETING THE TASKS. AT THE THEORETICAL LEVEL, THE RESULTS OF THE STUDIES WILL CONTRIBUTE TO THE DISCUSSIONS IN ASL ON THE VARIOUS ASPECTS ANALYSED. AT THE PEDAGOGICAL LEVEL, THE RESULTS OF THE STUDIES ARE EXPECTED TO HAVE AN INFLUENCE ON THE TEACHING PRACTICES OF PRIMARY EDUCATION TEACHERS. (English) / rank | |||||||||||||||
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| Property / summary: The Interactionary Theory (LONG, 1996), ONE OF THE MORE CONSOLISED RESEARCH MARKES IN THE AREA OF ADQUISTION OF LENGUAS SECON (ASL) (GARCIA MAYO & ALCON SOLER, 2012; PICA, 2013), MAINTAINS THAT THE INTERACTION BETWEEN LANGUAGE LEARNERS GREATLY HELPS THE ACQUISITION PROCESS BY ACTIVATING VARIOUS COGNITIVE MECHANISMS THAT FACILITATE THE PROCESS. SO FAR, THE VAST MAJORITY OF THE WORK HAS FOCUSED ON THE ANALYSIS OF ORAL INTERACTION BETWEEN ADULTS AND CHILDREN WHILE PERFORMING COMMUNICATIVE TASKS IN ENGLISH CONTEXTS SUCH AS SECOND LANGUAGE (ILS) OR FOREIGN LANGUAGE (ILE). However, IN OUR CONTEXT IS INEXISTANCE THE INVESTIGATION IN COMING THE CHILDREN OF PRIMARY EDUCATION SUPERIOUS COURSES (5th and 6th) PRODUCTS A TEXT WRIT OF COLABORATIVE FORMA._x000D_ this project, which takes, as far as possible, the impossibility of writing in language learning (Manchon, 2011), it has as a general mandate to explain the potential of collaborative writing in the learning of ILE and to document the collabrative interaction between primary education and training activities that require the development of a written product. RESEARCH ON ASL HAS SHOWN THAT COLLABORATIVE DIALOGUE IS A CRUCIAL SOURCE OF LEARNING SINCE COLLABORATIVE ACTIVITY CREATES MEANING AND BUILDS KNOWLEDGE TOGETHER (STORCH, 2016; SWAIN, 2006). _x000D_ to the IGUAL that OCURREE WITH THE INVESTIGATION ON ORAL INTERACTION TARES IN THE PRIMARY EDUCATION AULA (see FFI2012-32212), THE INVESTIGATION ON WRITE PRODUCTION Collaborative TAREAS is basically inexistent in our connection. THEREFORE, THE PRESENT RESEARCH PROJECT WILL COMPRISE FOUR STUDIES. THE FIRST WILL FOCUS ON THE EFFECT THAT THE MODE OF THE TASK CAN HAVE AND THE NUMBER OF PARTICIPANTS (PARTNERS VS. SMALL GROUPS) ON THE PRODUCTION OF EPISODES RELATED TO LANGUAGE (ERL) AND ON THE DYNAMICS OF COUPLES. A SECOND STUDY WILL FOCUS ITS ATTENTION ON DICTOGLOSIA AND ALLOW TO INVESTIGATE TO WHAT EXTENT THIS TYPE OF COLLABORATIVE TASK, WHICH REQUIRES WRITTEN PRODUCTION, FACILITATES STUDENTS OF PRIMARY EDUCATION TO CENTRE IN GRAMMATICAL ASPECTS THAT ARE PROBLEMATIC IN THEIR ACQUISITION. THE THIRD STUDY WILL FOCUS ON THE EFFECT OF THE TASK REPETICION VARIABLE ON THE PRODUCTION OF ERL AND ON THE COMPLEXITY, PRECISION AND FLUIDITY OF THE PRODUCTS GENERATED IN COLLABORATION. THE FOURTH AND LAST STUDY WILL CONSIDER THE IMPACT OF DIFFERENT TYPES OF FEEDBACK ON THE FINAL WRITTEN PRODUCT. GIVEN THE IMPORTANCE OF THE INDIVIDUAL MOTIVATION VARIABLE IN THE PROCESSES OF PEER COLLABORATION, ALL THESE STUDIES WILL ALSO EXAMINE THE IMPACT OF THE MOTIVATION OF THE PARTICIPANTS WHEN COMPLETING THE TASKS. AT THE THEORETICAL LEVEL, THE RESULTS OF THE STUDIES WILL CONTRIBUTE TO THE DISCUSSIONS IN ASL ON THE VARIOUS ASPECTS ANALYSED. AT THE PEDAGOGICAL LEVEL, THE RESULTS OF THE STUDIES ARE EXPECTED TO HAVE AN INFLUENCE ON THE TEACHING PRACTICES OF PRIMARY EDUCATION TEACHERS. (English) / qualifier | |||||||||||||||
point in time: 12 October 2021
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Revision as of 17:06, 12 October 2021
Project Q3165578 in Spain
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q3165578 in Spain |
Statements
24,200.0 Euro
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48,400.0 Euro
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50.0 percent
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30 December 2016
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29 June 2021
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UNIVERSIDAD DEL PAIS VASCO/EUSKAL HERRIKO UNIBERTSITATEA
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42°50'47.44"N, 2°40'20.64"W
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01059
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LA TEORIA INTERACCIONISTA (LONG, 1996), UNO DE LOS MARCOS DE INVESTIGACION MAS CONSOLIDADOS EN EL AREA DE ADQUISICION DE SEGUNDAS LENGUAS (ASL) (GARCIA MAYO & ALCON SOLER, 2012; PICA, 2013), MANTIENE QUE LA INTERACCION ENTRE APRENDICES DE LENGUAS AYUDA EN GRAN MEDIDA AL PROCESO DE ADQUISICION PUESTO QUE ACTIVA DIVERSOS MECANISMOS COGNITIVOS QUE FACILITAN EL PROCESO. HASTA EL MOMENTO LA INMENSA MAYORIA DE LOS TRABAJOS SE HAN CENTRADO EN EL ANALISIS DE LA INTERACCION ORAL ENTRE ADULTOS Y NIÑOS MIENTRAS REALIZAN TAREAS DE TIPO COMUNICATIVO EN CONTEXTOS DE INGLES COMO LENGUA SEGUNDA (ILS) O LENGUA EXTRANJERA (ILE). SIN EMBARGO, EN NUESTRO CONTEXTO ES CASI INEXISTENTE LA INVESTIGACION QUE SE CENTRA EN COMO LOS NIÑOS DE CURSOS SUPERIORES DE EDUCACION PRIMARIA (5º Y 6º) PRODUCEN UN TEXTO ESCRITO DE FORMA COLABORATIVA._x000D_ ESTE PROYECTO, QUE TOMA COMO REFERENTE LAS POSIBILIDADES DE LA ESCRITURA EN EL APRENDIZAJE DE LENGUAS (MANCHON, 2011), TIENE COMO OBJETIVO GENERAL EXPLORAR EL POTENCIAL DE LA ESCRITURA COLABORATIVA EN EL APRENDIZAJE DE ILE Y DOCUMENTAR LA INTERACCION COLABORATIVA ENTRE ALUMNADO DE EDUCACION PRIMARIA MIENTRAS REALIZA TAREAS QUE REQUIERAN LA ELABORACION DE UN PRODUCTO ESCRITO. EN INVESTIGACION SOBRE ASL SE HA DEMOSTRADO QUE EL DIALOGO DE TIPO COLABORATIVO ES UNA FUENTE DE APRENDIZAJE CRUCIAL PUESTO QUE MEDIANTE LA ACTIVIDAD COLABORATIVA SE CREA SIGNIFICADO Y SE CONSTRUYE CONOCIMIENTO DE FORMA CONJUNTA (STORCH, 2016; SWAIN, 2006). _x000D_ AL IGUAL QUE OCURRE CON LA INVESTIGACION SOBRE TAREAS DE INTERACCION ORAL EN EL AULA DE EDUCACION PRIMARIA (VEASE PROYECTO ANTERIOR FFI2012-32212), LA INVESTIGACION SOBRE TAREAS COLABORATIVAS DE PRODUCCION ESCRITA ES BASICAMENTE INEXISTENTE EN NUESTRO CONTEXTO. POR TANTO, EL PRESENTE PROYECTO DE INVESTIGACION COMPRENDERA CUATRO ESTUDIOS. EL PRIMERO SE CENTRARA EN EL EFECTO QUE PUEDE TENER LA MODALIDAD DE LA TAREA Y EL NUMERO DE PARTICIPANTES (PAREJAS VS. PEQUEÑOS GRUPOS) EN LA PRODUCCION DE EPISODIOS RELACIONADOS CON EL LENGUAJE (ERL) Y EN LA DINAMICA DE PAREJAS. UN SEGUNDO ESTUDIO CENTRARA SU ATENCION EN LA DICTOGLOSIA Y PERMITIRA INVESTIGAR HASTA QUE PUNTO ESTE TIPO DE TAREA COLABORATIVA, QUE REQUIERE LA PRODUCCION ESCRITA, FACILITA QUE EL ALUMNADO DE EDUCACION PRIMARIA SE CENTRE EN ASPECTOS GRAMATICALES QUE SON PROBLEMATICOS EN SU ADQUISICION. EL TERCER ESTUDIO SE CENTRARA EN EL EFECTO DE LA VARIABLE REPETICION DE TAREA EN LA PRODUCCION DE ERL Y EN LA COMPLEJIDAD, PRECISION Y FLUIDEZ DE LOS PRODUCTOS GENERADOS EN COLABORACION. EL CUARTO Y ULTIMO ESTUDIO CONSIDERARA EL IMPACTO DE DISTINTOS TIPOS DE RETROALIMENTACION EN EL PRODUCTO ESCRITO FINAL. DADA LA IMPORTANCIA DE LA VARIABLE INDIVIDUAL MOTIVACION EN LOS PROCESOS DE COLABORACION ENTRE PARES, EN TODOS ESTOS ESTUDIOS SE EXAMINARA TAMBIEN EL IMPACTO DE LA MOTIVACION DE LOS PARTICIPANTES A LA HORA DE COMPLETAR LAS TAREAS. A NIVEL TEORICO LOS RESULTADOS DE LOS ESTUDIOS CONTRIBUIRAN A LOS DEBATES EN ASL SOBRE LOS DISTINTOS ASPECTOS ANALIZADOS. A NIVEL PEDAGOGICO, SE ESPERA QUE LOS RESULTADOS DE LOS ESTUDIOS TENGAN UNA INFLUENCIA EN LAS PRACTICAS DOCENTES DEL PROFESORADO DE EDUCACION PRIMARIA. (Spanish)
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The Interactionary Theory (LONG, 1996), ONE OF THE MORE CONSOLISED RESEARCH MARKES IN THE AREA OF ADQUISTION OF LENGUAS SECON (ASL) (GARCIA MAYO & ALCON SOLER, 2012; PICA, 2013), MAINTAINS THAT THE INTERACTION BETWEEN LANGUAGE LEARNERS GREATLY HELPS THE ACQUISITION PROCESS BY ACTIVATING VARIOUS COGNITIVE MECHANISMS THAT FACILITATE THE PROCESS. SO FAR, THE VAST MAJORITY OF THE WORK HAS FOCUSED ON THE ANALYSIS OF ORAL INTERACTION BETWEEN ADULTS AND CHILDREN WHILE PERFORMING COMMUNICATIVE TASKS IN ENGLISH CONTEXTS SUCH AS SECOND LANGUAGE (ILS) OR FOREIGN LANGUAGE (ILE). However, IN OUR CONTEXT IS INEXISTANCE THE INVESTIGATION IN COMING THE CHILDREN OF PRIMARY EDUCATION SUPERIOUS COURSES (5th and 6th) PRODUCTS A TEXT WRIT OF COLABORATIVE FORMA._x000D_ this project, which takes, as far as possible, the impossibility of writing in language learning (Manchon, 2011), it has as a general mandate to explain the potential of collaborative writing in the learning of ILE and to document the collabrative interaction between primary education and training activities that require the development of a written product. RESEARCH ON ASL HAS SHOWN THAT COLLABORATIVE DIALOGUE IS A CRUCIAL SOURCE OF LEARNING SINCE COLLABORATIVE ACTIVITY CREATES MEANING AND BUILDS KNOWLEDGE TOGETHER (STORCH, 2016; SWAIN, 2006). _x000D_ to the IGUAL that OCURREE WITH THE INVESTIGATION ON ORAL INTERACTION TARES IN THE PRIMARY EDUCATION AULA (see FFI2012-32212), THE INVESTIGATION ON WRITE PRODUCTION Collaborative TAREAS is basically inexistent in our connection. THEREFORE, THE PRESENT RESEARCH PROJECT WILL COMPRISE FOUR STUDIES. THE FIRST WILL FOCUS ON THE EFFECT THAT THE MODE OF THE TASK CAN HAVE AND THE NUMBER OF PARTICIPANTS (PARTNERS VS. SMALL GROUPS) ON THE PRODUCTION OF EPISODES RELATED TO LANGUAGE (ERL) AND ON THE DYNAMICS OF COUPLES. A SECOND STUDY WILL FOCUS ITS ATTENTION ON DICTOGLOSIA AND ALLOW TO INVESTIGATE TO WHAT EXTENT THIS TYPE OF COLLABORATIVE TASK, WHICH REQUIRES WRITTEN PRODUCTION, FACILITATES STUDENTS OF PRIMARY EDUCATION TO CENTRE IN GRAMMATICAL ASPECTS THAT ARE PROBLEMATIC IN THEIR ACQUISITION. THE THIRD STUDY WILL FOCUS ON THE EFFECT OF THE TASK REPETICION VARIABLE ON THE PRODUCTION OF ERL AND ON THE COMPLEXITY, PRECISION AND FLUIDITY OF THE PRODUCTS GENERATED IN COLLABORATION. THE FOURTH AND LAST STUDY WILL CONSIDER THE IMPACT OF DIFFERENT TYPES OF FEEDBACK ON THE FINAL WRITTEN PRODUCT. GIVEN THE IMPORTANCE OF THE INDIVIDUAL MOTIVATION VARIABLE IN THE PROCESSES OF PEER COLLABORATION, ALL THESE STUDIES WILL ALSO EXAMINE THE IMPACT OF THE MOTIVATION OF THE PARTICIPANTS WHEN COMPLETING THE TASKS. AT THE THEORETICAL LEVEL, THE RESULTS OF THE STUDIES WILL CONTRIBUTE TO THE DISCUSSIONS IN ASL ON THE VARIOUS ASPECTS ANALYSED. AT THE PEDAGOGICAL LEVEL, THE RESULTS OF THE STUDIES ARE EXPECTED TO HAVE AN INFLUENCE ON THE TEACHING PRACTICES OF PRIMARY EDUCATION TEACHERS. (English)
12 October 2021
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Vitoria-Gasteiz
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Identifiers
FFI2016-74950-P
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