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dc.contributorUniversitat Jaume I. Departament d'Estudis Anglesos
dc.contributor.authorMoreno Pichastor, MªCarmen
dc.date.accessioned2012-10-23T12:10:56Z
dc.date.accessioned2019-10-14T07:40:42Z
dc.date.available2012-10-23T12:10:56Z
dc.date.available2019-10-14T07:40:42Z
dc.date.issued2006-05-05
dc.identifier.isbn978-84-695-6264-2
dc.identifier.urihttp://hdl.handle.net/10803/89367
dc.description.abstractThe aim of the present study was to analyse leaners’ use of logical connectors within the EFL classroom setting as well as to provide insights into the effects of instruction on their acquisition process. To this aim, two different types of instructional treatments (i.e. explicit versus implicit) were implemented on two groups of secondary school learners’ to determine progress in the use of logical connectors by comparing the two teaching approaches. The explicit instructional approach was operationalised on the basis of the principles underlying the "focus on form" paradigm providing extensive opportunities for communicative practice together with an explicit type of feedback. In contrast, the implicit one provided learners with exposure to the target items by means of reading comprehension passages and vocabulary work, with fewer opportunities for productive use of the language and an implicit type of feedback. Results showed that both types of instructional treatments proved to be beneficial for learners increasing their use of connectors in written texts. However, the approach that incorporated an explicit focus on form proved to be more effective to enhance learners’ accurate production of the target items. In addition to this, the study also focuses on task demands (free or controlled) regarding accuracy in connector use. Finally, wrong uses of connectors are analysed taking into account aspects such as function and/or type of connector in an attempt to create a taxonomy of logical connector errors. It is suggested that specific types of errors may be found within local or global discourse levels affecting learners’ discourse competence in various ways.eng
dc.format.extent624 p.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherUniversitat Jaume I
dc.sourceTDX (Tesis Doctorals en Xarxa)
dc.subjectefl
dc.subjectwriting
dc.subjectlogical connectos
dc.subjectinstruction
dc.subjectlearners' use
dc.subject.otherLlingüí­stica aplicada, ensenyament secundari
dc.titleLogical connectors in efl writing: Learners' Use and Instruction
dc.typeinfo:eu-repo/semantics/doctoralThesis
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.subject.udc81cat
dc.contributor.directorAlcón Soler, Eva
dc.rights.licenseADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs.
dc.contributor.authoremailcarmenmorenopi@yahoo.es
dc.contributor.authoremailshowtrue
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.contributor.authorsendemailtrue
dc.embargo.termscap


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