Learning to write in a second language: the role of guided interaction in promoting children’s noticing from model texts
Autor/a
Coyle, Yvette
Cánovas Guirao, Josefa
Fecha de publicación
2019ISSN
2604-5893
Resumen
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.
Tipo de documento
Artículo
Versión del documento
Versión publicada
Lengua
English
Materias (CDU)
8 - Lingüística y literatura
Palabras clave
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
Páginas
10
Publicado por
Universitat Autònoma de Barcelona
Colección
2; 1
Publicado en
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Citación
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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