Students transcribing tasks: noticing fluency, accuracy, and complexity Export

@article{citeulike:6083919, abstract = {Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for increased awareness and informed goal setting. Students can thus become researchers into their own language use, with their transcriptions offering teachers an efficient means of tracking their performances. This article shares findings gleaned from the implementation of a self-transcription activity that followed a poster presentation task, in which post-task reflection had the students assess their transcribed language according to simplified measures of fluency, accuracy, and complexity. In the closing, alternative means of adapting such work to suit a range of classroom conditions and purposes will be discussed. 10.1093/elt/ccp081}, author = {Stillwell, Christopher and Curabba, Brad and Alexander, Kamsin and Kidd, Andrew and Kim, Euna and Stone, Paul and Wyle, Christopher}, citeulike-article-id = {6083919}, citeulike-linkout-0 = {http://dx.doi.org/10.1093/elt/ccp081}, citeulike-linkout-1 = {http://eltj.oxfordjournals.org/content/ccp081v1/.abstract}, citeulike-linkout-2 = {http://eltj.oxfordjournals.org/content/ccp081v1/.full.pdf}, day = {3}, doi = {10.1093/elt/ccp081}, journal = {ELT J}, keywords = {accuracy, complexity, fluency, transcription}, month = {November}, pages = {ccp081+}, posted-at = {2009-11-08 11:21:12}, priority = {2}, title = {Students transcribing tasks: noticing fluency, accuracy, and complexity}, url = {http://dx.doi.org/10.1093/elt/ccp081}, year = {2009} }

TY - JOUR ID - citeulike:6083919 L3 - citeulike-article-id:6083919 N2 - Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for increased awareness and informed goal setting. Students can thus become researchers into their own language use, with their transcriptions offering teachers an efficient means of tracking their performances. This article shares findings gleaned from the implementation of a self-transcription activity that followed a poster presentation task, in which post-task reflection had the students assess their transcribed language according to simplified measures of fluency, accuracy, and complexity. In the closing, alternative means of adapting such work to suit a range of classroom conditions and purposes will be discussed. 10.1093/elt/ccp081 JF - ELT J TI - Students transcribing tasks: noticing fluency, accuracy, and complexity SP - ccp081 KW - accuracy KW - complexity KW - fluency KW - transcription AU - Stillwell, Christopher AU - Curabba, Brad AU - Alexander, Kamsin AU - Kidd, Andrew AU - Kim, Euna AU - Stone, Paul AU - Wyle, Christopher PY - 2009/11/03/ UR - http://dx.doi.org/10.1093/elt/ccp081 ER -