The role of a consciousness-raising task in a focused-task sequence
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista da ANPOLL (Online) |
Texto Completo: | https://revistadaanpoll.emnuvens.com.br/revista/article/view/1610 |
Resumo: | This paper analyzes the role of explicit information on the learning of subject and object wh-questions in a sequence of tasks. Two sequences of focused tasks (ELLIS, 2003) were designed to incorporate flooded and enhanced subject and object wh-questions in the input. The activities were the same, except for a consciousness-raising task (C-RT) in one of the sequences, which was devised to promote learners’ explicit knowledge of the target structures. Two groups of EFL high school students participated in the study. The data were collected through a pre- and a post-test that required the production and the recognition of the structures. The groups’ performance was compared, and the results showed that the focused-task sequence containing the C-RT was not promising, possibly due to learners’ internal factors which may play down the role of explicit knowledge in the foreign language learning process. |
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The role of a consciousness-raising task in a focused-task sequenceO papel de uma tarefa de conscientização gramatical em uma sequência de tarefas focadasExplicit learningConsciousness-raising taskFocused tasksWh-questionsAprendizagem explícitaTarefa de conscientização gramaticalTarefas focadasWh-questionsThis paper analyzes the role of explicit information on the learning of subject and object wh-questions in a sequence of tasks. Two sequences of focused tasks (ELLIS, 2003) were designed to incorporate flooded and enhanced subject and object wh-questions in the input. The activities were the same, except for a consciousness-raising task (C-RT) in one of the sequences, which was devised to promote learners’ explicit knowledge of the target structures. Two groups of EFL high school students participated in the study. The data were collected through a pre- and a post-test that required the production and the recognition of the structures. The groups’ performance was compared, and the results showed that the focused-task sequence containing the C-RT was not promising, possibly due to learners’ internal factors which may play down the role of explicit knowledge in the foreign language learning process.Este artigo analisa o papel da informação explícita na aprendizagem de wh-questions com função de sujeito e objeto em uma sequência de tarefas. Duas sequências de tarefas focadas (ELLIS, 2003) foram elaboradas para conter insumo encharcado e destacado de wh-questions na função de sujeito e objeto. As atividades foram as mesmas, exceto pela tarefa de conscientização gramatical (TCG) em uma das sequências, que foi planejada para promover o conhecimento explícito dos alunos sobre as estruturas-alvo. Duas turmas de estudantes de ensino médio, estudando inglês como língua estrangeira, participaram do estudo. Os dados foram coletados por meio de um pré- e um pós-teste que solicitaram a produção e o reconhecimento das estruturas. O desempenho dos grupos foi comparado e os resultados mostraram que a sequência de tarefas contendo a TCG não foi promissora, possivelmente devido aos fatores internos dos aprendizes, que podem reduzir a importância do conhecimento explícito no processo de aprendizagem de língua estrangeira.ANPOLL2022-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistadaanpoll.emnuvens.com.br/revista/article/view/161010.18309/ranpoll.v53i1.1610Revista da Anpoll; Vol. 53 No. 1 (2022): Language Studies; 78-98Revista da Anpoll; v. 53 n. 1 (2022): Estudos Linguísticos; 78-981982-78301414-756410.18309/ranpoll.v53i1reponame:Revista da ANPOLL (Online)instname:Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)instacron:ANPOLLenghttps://revistadaanpoll.emnuvens.com.br/revista/article/view/1610/1218Copyright (c) 2022 Revista da Anpollhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessXavier, RoselyGesser, Andressa Regiane 2022-05-01T00:44:57Zoai:ojs.revistadaanpoll.emnuvens.com.br:article/1610Revistahttps://revistadaanpoll.emnuvens.com.br/revista/indexONGhttps://revistadaanpoll.emnuvens.com.br/revista/oairevistadaanpoll@gmail.com1982-78301414-7564opendoar:2023-01-13T09:48:58.550284Revista da ANPOLL (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)false |
dc.title.none.fl_str_mv |
The role of a consciousness-raising task in a focused-task sequence O papel de uma tarefa de conscientização gramatical em uma sequência de tarefas focadas |
title |
The role of a consciousness-raising task in a focused-task sequence |
spellingShingle |
The role of a consciousness-raising task in a focused-task sequence Xavier, Rosely Explicit learning Consciousness-raising task Focused tasks Wh-questions Aprendizagem explícita Tarefa de conscientização gramatical Tarefas focadas Wh-questions |
title_short |
The role of a consciousness-raising task in a focused-task sequence |
title_full |
The role of a consciousness-raising task in a focused-task sequence |
title_fullStr |
The role of a consciousness-raising task in a focused-task sequence |
title_full_unstemmed |
The role of a consciousness-raising task in a focused-task sequence |
title_sort |
The role of a consciousness-raising task in a focused-task sequence |
author |
Xavier, Rosely |
author_facet |
Xavier, Rosely Gesser, Andressa Regiane |
author_role |
author |
author2 |
Gesser, Andressa Regiane |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Xavier, Rosely Gesser, Andressa Regiane |
dc.subject.por.fl_str_mv |
Explicit learning Consciousness-raising task Focused tasks Wh-questions Aprendizagem explícita Tarefa de conscientização gramatical Tarefas focadas Wh-questions |
topic |
Explicit learning Consciousness-raising task Focused tasks Wh-questions Aprendizagem explícita Tarefa de conscientização gramatical Tarefas focadas Wh-questions |
description |
This paper analyzes the role of explicit information on the learning of subject and object wh-questions in a sequence of tasks. Two sequences of focused tasks (ELLIS, 2003) were designed to incorporate flooded and enhanced subject and object wh-questions in the input. The activities were the same, except for a consciousness-raising task (C-RT) in one of the sequences, which was devised to promote learners’ explicit knowledge of the target structures. Two groups of EFL high school students participated in the study. The data were collected through a pre- and a post-test that required the production and the recognition of the structures. The groups’ performance was compared, and the results showed that the focused-task sequence containing the C-RT was not promising, possibly due to learners’ internal factors which may play down the role of explicit knowledge in the foreign language learning process. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistadaanpoll.emnuvens.com.br/revista/article/view/1610 10.18309/ranpoll.v53i1.1610 |
url |
https://revistadaanpoll.emnuvens.com.br/revista/article/view/1610 |
identifier_str_mv |
10.18309/ranpoll.v53i1.1610 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistadaanpoll.emnuvens.com.br/revista/article/view/1610/1218 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista da Anpoll https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista da Anpoll https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
ANPOLL |
publisher.none.fl_str_mv |
ANPOLL |
dc.source.none.fl_str_mv |
Revista da Anpoll; Vol. 53 No. 1 (2022): Language Studies; 78-98 Revista da Anpoll; v. 53 n. 1 (2022): Estudos Linguísticos; 78-98 1982-7830 1414-7564 10.18309/ranpoll.v53i1 reponame:Revista da ANPOLL (Online) instname:Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) instacron:ANPOLL |
instname_str |
Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) |
instacron_str |
ANPOLL |
institution |
ANPOLL |
reponame_str |
Revista da ANPOLL (Online) |
collection |
Revista da ANPOLL (Online) |
repository.name.fl_str_mv |
Revista da ANPOLL (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) |
repository.mail.fl_str_mv |
revistadaanpoll@gmail.com |
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1797051180793200640 |