Learning to write in a second language: the role of guided interaction in promoting children’s noticing from model texts
Author
Coyle, Yvette
Cánovas Guirao, Josefa
Publication date
2019ISSN
2604-5893
Abstract
This paper illustrates the use of model texts as a written corrective feedback technique with young foreign language learners. The procedure used by the teacher to focus the learners’ attention on grammatical, lexical and textual differences between a model story and a draft version written by the children is described, and implications are suggested for the role of feedback processing in promoting L2 learning.
Document Type
Article
Document version
Published version
Language
English
Subject (CDU)
8 - language. Linguistics. Literature
Keywords
Comentaris correctius escrits
Models
Estudiants joves
Aula d'EFL
Comentarios correctivos escritos
Modelos
Estudiantes jóvenes
Aula de EFL
Written corrective feedback
Models
Young learners
EFL classroom
Pages
10
Publisher
Universitat Autònoma de Barcelona
Collection
2; 1
Is part of
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Citation
Coyle, Yvette; Cánovas Guirao, Josefa. Learning to write in a second language: the role of guided interaction in promoting children’s noticing from model texts. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2019, 2(1), p. 21-30. Disponible en: <https://revistes.uab.cat/clil/article/view/v2-n1-coyle-canovas>. Fecha de acceso: 10 sep. 2024. DOI: 10.5565/rev/clil.22
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Rights
This work is licensed under a Creative Commons Attribution 4.0 International License.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/