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    Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects

    Access Status
    Fulltext not available
    Authors
    Lambert, Craig
    Robinson, Peter
    Date
    2014
    Type
    Book Chapter
    
    Metadata
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    Citation
    Lambert, C. and Robinson, P. 2014. Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects, in Baralt, M. and Gilabert, R. and Robinson, P. (ed) Task Sequencing and Instructed Second Language Learning, pp. 208-230. London, UK: Bloomberry.
    Source Title
    Task Sequencing and Instructed Second Language Learning
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/79355
    Collection
    • Curtin Research Publications
    Abstract

    This classroom-based study investigated the development of learners’ ability to summarize short stories in English in a way that requires them "to attribute intentions and mental states to others and reason from this to a conclusion about why others performed certain actions"(Robinson, 2010: 253). Two groups of 30 second-year Japanese English majors completed a similar reading and discussion course. In both of the sections, learners were acquainted with the task and goals, and provided with the same amount of reading, discussion and task performance opportunities. However, in one group, instruction followed the SSARC model of task sequencing (Robinson, 2010), whereas in the other group learners were left to their own devices in using the classroom activities to reach the task performance goal in their own ways. Written pre-test and post-test scores were compared between and within groups to determine whether and to what extent learning outcomes varied. Although findings showed that the SSARC group demonstrated a consistently higher rate of gain over the course of instruction, and felt the course to be better suited to their level of ability, there were no statistically significant differences between the two groups on measures of the syntactic complexity, intentional reasoning or grammatical accuracy of story summaries following the respective courses of instruction.

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