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| dc.creator | Sachiyo Nishikawa | |
| dc.date | 2014 | |
| dc.date.accessioned | 2022-03-23T21:06:37Z | |
| dc.date.available | 2022-03-23T21:06:37Z | |
| dc.identifier | http://www.redalyc.org/articulo.oa?id=179430480012 | |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/118532 | |
| dc.description | This study explored whether learners awareness of the role of in - put differs when performing narrative retelling tasks, and to what extent learners awareness of the task performance varies as a result of redoing those tasks. Twenty-four Japanese students were placed into two groups (one oral input, one written input) using a vocabu - lary test. In Week 1, each group received its respective input and performed the same narrative retelling tasks. In Week 2, the tasks were repeated, and retrospective interviews were conducted with 12 students in the L1. The analysis of the interview data showed differ - ences in perceptions of the input modes between the two groups. Both groups tended to be aware that gains in comprehension that resulted from repeating tasks helped learners produce more speech. | |
| dc.format | application/pdf | |
| dc.language | en | |
| dc.publisher | Instituto Politécnico Nacional | |
| dc.relation | http://www.redalyc.org/revista.oa?id=1794 | |
| dc.rights | Innovación Educativa | |
| dc.source | Innovación Educativa (México) Num.64 Vol.14 | |
| dc.subject | Educación | |
| dc.subject | Speaking | |
| dc.subject | modality | |
| dc.subject | task repetition | |
| dc.subject | learners awareness of task performance | |
| dc.subject | L2 processing | |
| dc.title | Learners awareness of the role of input and task repetition on L2 speech production | |
| dc.type | artículo científico |
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