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Collaborative dialogue in second language acquisition
Louisa Schneider
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Geisteswissenschaften, Kunst, Musik / Sekundarstufe I und II
Beschreibung
Studienarbeit aus dem Jahr 2019 im Fachbereich Didaktik für das Fach Englisch - Pädagogik, Sprachwissenschaft, Note: 2,0, Universität Münster (Englisches Seminar), Sprache: Deutsch, Abstract: The problem addressed in this study is whether collaborative dialogue helps second language (henceforth: L2) learners of English raise their language awareness. In this paper, I first give a brief overview about the theoretical context on collaborative dialogue and language related episodes (henceforth: LREs). According to a number of different studies, which will be presented in this paper in more detail, dialogue can help us to become aware of different linguistic and pragmatic problems. Dialogue forces us to cognitively as well as socially reflect on our language used and produced. I will then discuss the data deriving from a study focusing on the effects of collaborative dialogue. The study contains a text- reconstruction task which will be carried out and presented under consideration of the research question. Collaborative dialogue is a "joint construction of language or knowledge about language – by two or more individuals". It is generally an important part of the learning process. Learners can construct their linguistic knowledge and self- or other-repair. The results of the study show that collaborative dialogue has a clear impact on language awareness of the students learning English: different LREs show the engagement and development of the student’s language reflection or production. Furthermore, this paper will point to the importance of collaborative dialogue in the L2 learning and will give a brief overview of what teachers are recommended to focus on while choosing different tasks.
Kundenbewertungen
language awareness, Collaborative Writing, second language acquisition, L2, Collaborrative Dialogue, L2 Learners of English