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Learning to write in a second language: the role of guided interaction in promoting children’s noticing from model texts
dc.contributor.author | Coyle, Yvette | |
dc.contributor.author | Cánovas Guirao, Josefa | |
dc.date.accessioned | 2024-09-10T13:42:42Z | |
dc.date.available | 2024-09-10T13:42:42Z | |
dc.date.issued | 2019 | |
dc.identifier.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 | ca |
dc.identifier.issn | 2604-5893 | ca |
dc.identifier.uri | http://hdl.handle.net/20.500.12328/4334 | |
dc.description.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. | ca |
dc.format.extent | 10 | ca |
dc.language.iso | eng | ca |
dc.publisher | Universitat Autònoma de Barcelona | ca |
dc.relation.ispartof | CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education | ca |
dc.relation.ispartofseries | 2;1 | |
dc.rights | This work is licensed under a Creative Commons Attribution 4.0 International License. | ca |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.subject.other | Comentaris correctius escrits | ca |
dc.subject.other | Models | ca |
dc.subject.other | Estudiants joves | ca |
dc.subject.other | Aula d'EFL | ca |
dc.subject.other | Comentarios correctivos escritos | ca |
dc.subject.other | Modelos | ca |
dc.subject.other | Estudiantes jóvenes | ca |
dc.subject.other | Aula de EFL | ca |
dc.subject.other | Written corrective feedback | ca |
dc.subject.other | Models | ca |
dc.subject.other | Young learners | ca |
dc.subject.other | EFL classroom | ca |
dc.title | Learning to write in a second language: the role of guided interaction in promoting children’s noticing from model texts | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.description.version | info:eu-repo/semantics/publishedVersion | ca |
dc.rights.accessLevel | info:eu-repo/semantics/openAccess | |
dc.embargo.terms | cap | ca |
dc.subject.udc | 8 | ca |
dc.identifier.doi | https://dx.doi.org/10.5565/rev/clil.22 | ca |