The effect of awareness-raising and explicit instruction of compensatory strategies on young learners? EFL oral and written production
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Other documents of the author: González Castell, María Pilar; Codina-Espurz, Victòria; Jara Jiménez, Pilar
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comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
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INVESTIGACIONMetadata
Title
The effect of awareness-raising and explicit instruction of compensatory strategies on young learners? EFL oral and written productionDate
2023-06Publisher
Centre for Language Studies of the National University of SingaporeBibliographic citation
González Castell, M.P., Codina Espurz, V., & Jara Jiménez, P. (2023). The effect of awareness-raising and explicit instruction of compensatory strategies on young learners’ EFL oral and written production. Electronic Journal of Foreign Language Teaching [e-FLT], 20(1), 3–21. https://doi.org/10.56040/vcpj2011Type
info:eu-repo/semantics/articlePublisher version
https://e-flt.nus.edu.sg/Version
info:eu-repo/semantics/publishedVersionAbstract
This article presents a study intended to analyze the effects of awareness-raising and explicit strategy instruction
on the performance of young learners of English as a foreign language (EFL) in a multilingual ... [+]
This article presents a study intended to analyze the effects of awareness-raising and explicit strategy instruction
on the performance of young learners of English as a foreign language (EFL) in a multilingual context. In
particular, we focused on the teaching of compensatory strategies (CpSs), a subset of communication strategies
(CSs), and examined the immediate and delayed effects of explicit instruction of conceptual CpSs on young
learners’ oral and written object description in English. Students’ description appropriateness and CpS use were
assessed at three different times during the study. Three intact classes of eleven-year-old learners in a Spanish
primary school participated in the study: Two classes formed the experimental group (n = 43) and the third
class served as the control group (n = 20). Object description was part of the learners’ EFL syllabus, but only
the experimental group received explicit instruction in identifying and using CpSs. Results revealed a positive
effect of awareness-raising and explicit instruction of CpSs on overall description appropriateness in oral production immediately after intervention. Moreover, with regard to specific strategies, the use of superordinate
appears to be the CpS that benefits the most from instruction. [-]
Funder Name
MCIN/AEI/10.13039/501100011033 | Generalitat Valenciana | Universitat Jaume I, Projectes d’Innovació Educativa de la Unitat de Suport Educatiu
Project code
PID2020-117959GB-I00 | AICO/2021/310 | 47310/23
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Copyright © 2023 Electronic Journal of Foreign Language Teaching
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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- ANG_Articles [309]
- EDU_Articles [503]