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Zahl der Gasthörer wieder im Aufwärtstrend
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In: Statistisches Monatsheft Baden-Württemberg ; 8 ; 19-20 (2015)
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| 82 |
Intercultural competence for unequal business encounters
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In: interculture journal: Online-Zeitschrift für interkulturelle Studien ; 10 ; 14 ; 47-54 ; Ein Quantum Kompetenz: Interkulturalität zwischen Ost und West (2015)
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| 83 |
Reducing the food stealing and pica of a young adult with multiple disabilities in respite care.
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| 84 |
Effects of naturalistic and peer mediated conversation skills training for young adults with ASD
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| 85 |
Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation
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Abstract:
Most composition studies focus on students’ writing processes and written products without integrating reading into their research activities. More recently, researchers have acknowledged the reciprocal reading-writing relationship and begun to examine reading-to-write or discourse synthesis processes. Research shows that discourse synthesis is cognitively demanding and that most second language writers lack linguistic, mental, and sociocultural resources to perform this task effectively. Existing studies have not emphasised the role of self-directed speech as a self-regulatory strategy while students read multiple texts in order to write. This thesis addresses this gap in the literature. Informed by sociocultural theoretical notions that cognition is socially mediated and that speech is instrumental in learning and development, this qualitative multiple-case-studies thesis examined how five Thai EFL tertiary students applied their knowledge and skills, following explicit concept-based instruction on discourse synthesis, textual coherence, and argumentation. The researcher designed and delivered a four-week intervention in which the learning concepts, materials, and verbalisation were instrumental in promoting conceptual understanding and reading-to-write performance. Explicitly taught verbalisation or self-directed speech, together with learning materials specifically designed as schemes for task orientation, was a key for self-regulation as participants read multiple texts in order to compose an argument essay. The study adopted an activity theoretical framework and microgenetic analysis. The analysis aimed to describe the participants as social beings and to outline their self-regulation as it unfolded during a mediated reading-to-write activity. Data from a pre-task questionnaire on strategy use and from a post-task written self-reflection form together with video-recorded data during the end-of-intervention discourse synthesis task and interview data were triangulated to examine how reading-to-write activities were mediated and regulated. Findings were organised around four main themes: participants as readers and writers of English, essay argument structure, microgenetic findings of unfolding self-regulatory behaviour during the discourse synthesis activity, and developmental gains as perceived by the participants during concept-based instruction. The findings in this study show that participants’ reading and writing difficulties and argumentation were, in part, shaped by the social, historical and cultural factors in the Thai EFL context, and that participants’ strategic application of verbalisation and learning materials mediated their developmental changes and self-regulation. During the discourse synthesis task, participants used self-directed speech as a strategy and demonstrated varying degrees of self-regulation over various task aspects. Successful task completion indicated purposeful mediated learning with strong orientation towards the task, based on conceptual understanding, specific goals, and voluntary inclusion of learning materials as psychological tools. All participants reportedly viewed verbalisation as a useful strategy and most participants were able to describe their increased theoretical understanding of the concepts explicitly taught. However, their conceptual understanding did not always translate into their actual performance. These findings raise pedagogical implications and highlight the need for human mediators to make explicit the learning concepts, materials and strategies, so that theoretical understanding and learning tools can lead to meaningful task performance. Based on the above findings, this thesis proposes a self-regulation model and calls for future research to investigate how explicit verbalisation training can be systematised.
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Keyword:
academic writing; activity theory; argumentation; case study design; CHAT; coherence; concept-based instruction; conceptual development; control; discourse synthesis; EFL/ESL composition; execution; explicit mediation; Gal'perin; integrated writing task; internalisation; Leont'ev; mediation; metacognition; microgenetic analysis; microgenetic development; microgenetic episode; object-regulation; orientation; other-regulation; private speech; private speech of adult learners; qualitative research; reading-to-write; reading-writing connection; reading-writing relationship; reciprocal concepts; reciprocal skills; scientific concept; SCOBA; second language writing; self-directed speech; self-instruction; self-questioning; self-regulation; self-regulation model; self-regulatory strategy; sociocultural theory; speaking and writing; STI; strategies; Systemic Theoretical Instruction; talking-to-learn; task orientation; Thai EFL context; Toulmin; verbal data; verbalisation; verbalisation training; Vygotsky; writing-from-sources
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URL: http://hdl.handle.net/10523/5577
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| 87 |
Editorial. ["Ästhetische Erziehung" im Digitalzeitalter] ...
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| 88 |
Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types ...
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| 89 |
Editorial. ["Ästhetische Erziehung" im Digitalzeitalter]
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In: Magazin erwachsenenbildung.at (2014) 22, 10 S. (2014)
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| 90 |
Interactional power: observing and identifying power in interaction analyses of adult education situations depending on power notions and data types
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In: European journal for Research on the Education and Learning of Adults 5 (2014) 1, S. 97-109 (2014)
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| 92 |
‘What’s the sign for “Catch 22”?’: barriers to professional formation for deaf teachers of British Sign Language in the Further Education sector
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| 93 |
Grätzeleltern. Herausforderungen und Potenziale eines Wiener Nachbarschaftsprojekts ...
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| 95 |
Learning and knowing. Narratives, memory and biographical knowledge in interview interaction ...
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| 96 |
Grätzeleltern. Herausforderungen und Potenziale eines Wiener Nachbarschaftsprojekts
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In: Magazin erwachsenenbildung.at (2013) 19, 11 S. (2013)
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| 97 |
ESPRIS – Emanzipatorische Sprachlernmethoden im Salzkammergut
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In: Magazin erwachsenenbildung.at (2013) 19, 7 S. (2013)
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| 98 |
Rethinking generic skills
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In: European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 129-138 (2013)
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| 99 |
ESPRIS – Emanzipatorische Sprachlernmethoden im Salzkammergut ...
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Aigner, Sylvia. - : Bundesministerium für Unterricht, Kunst und Kultur, 2013
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| 100 |
Effects of the Use of Ultrasound in Production Training on the Perception of English /r/ and /l/ by Native Japanese Speakers ...
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