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  1. 広島大学の刊行物
  2. 広島外国語教育研究
  3. 20号

Peer Correction in the Target Language : A Challenge Worth Taking?

https://doi.org/10.15027/42621
https://doi.org/10.15027/42621
26081312-8a17-457a-aaaa-07c19bf92a0c
名前 / ファイル ライセンス アクション
h-gaikokugokenkyu_20_169.pdf h-gaikokugokenkyu_20_169.pdf (308.6 KB)
Item type デフォルトアイテムタイプ_(フル)(1)
公開日 2023-03-18
タイトル
タイトル Partnerkorrektur in der Zielsprache : Heraus- oder Überforderung der Lernenden?
言語 de
タイトル
タイトル Peer Correction in the Target Language : A Challenge Worth Taking?
言語 en
作成者 Harting, Axel

× Harting, Axel

en Harting, Axel

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
権利情報
権利情報 Copyright (c) 2017 広島大学外国語教育研究センター
主題
主題Scheme NDC
主題 370
内容記述
内容記述 The aim of this study is to investigate a collaborative task conducted in an L2-German course for 2nd-year students (CEFR level A2) at Hiroshima University. In the weekly conducted tasks, two students provided each other with feedback on mistakes in their partners’ texts. The data collected in this study are based on 170 learner texts written for this purpose and 78 audio-recorded peer feedback sessions. The audio data were analysed qualitatively and quantitatively, evaluating whether mistakes were identified and corrected appropriately, and to what extent students used their L1 for performing the task. The results indicate that L2-German learners at CEFR level A2 are, on average, able to identify and correct their own mistakes in about 50 percent of the cases. In the peer feedback sessions they resort to their L1 to talk about grammar, to discuss problems concerning the task’s fulfilment, to ask partners for assistance, and to express their inner speech. In assessments it was noted that learners showed an improvement in their writing skills, an increased awareness of their L2 weaknesses and mistakes, and an increase in their vocabulary. Learning through peer interaction was generally regarded as beneficial, as it allows immediate feedback, awareness of mistakes, and spontaneous expression with a limited vocabulary. However, doubts concerning the appropriateness of peers’ feedback were also raised, with some students questioning why feedback on mistakes should be given in the L2 and whether the L1 might be more appropriate.
言語 en
出版者
出版者 広島大学外国語教育研究センター
言語
言語 deu
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.15027/42621
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 1347-0892
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AA11424332
開始ページ
開始ページ 169
書誌情報 広島外国語教育研究
Hiroshima Studies in Language and Language Education

号 20, p. 169-183, 発行日 2017-03-01
旧ID 42621
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