More importantly, this study adds to the previous research in that the learners orientated to achieving L2 accuracy in all pedagogic contexts regardless of the initial pedagogic focus. Theoretical and methodological changes in the field can make findings obsolete. This study therefore aimed to determine the learning style inclinations of students in grade 10 and at university in terms of being balanced, moderate or strong on each of the four dimensions of the Felder-Silverman’s Index of Learning Styles (ILS), namely active-reflective, sensing-intuitive, visual-verbal and sequential-global. Explore each of these designs and their advantages and. Sequential Age-related changes may be disoriented because of biased sampling, participant dropout, practice effects, or cohort effects. The findings supported Seedhouse in that L2 repair is sequenced differently in accordance with the pedagogic goals set by the teacher. Research studies can be conducted by scientists using various designs, including cross-sectional, longitudinal, and sequential designs. Methodologically, the research employs conversation analytic approach to L2 spoken data and as a departure from the traditional CA approach, it incooperates quantitative analysis as well as the researcher’s field notes and interviews to explore the complexities of L2 repair in terms of its sequential organization overtime. Theoretically, the project engages with concepts of repair and language learning within the field of Conversation Analysis (CA) and attempts to re-examine the relationship between L2 repair and L2 classroom contexts proposed by Seedhouse. This paper builds on and extends Seedhouse (2004)’s study on conversational interaction and second language (L2) learning in formal pedagogical contexts through a longitudinal investigation of repair.
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