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Task design and students’ interactional skills: A qualitative study
Stockholm University, Faculty of Humanities, Department of English.
2017 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Classroom interaction plays a very important role in second language acquisition and it is therefore worth investigating. This paper aims to explore the different types of strategies that participants use while performing oral tasks. The focus of the study is dual: while the study deals with task-based oral performance, it also considers the impact that the use of written vs visual input might have on the participants’ oral engagement. This qualitative study uses conversation analysis as a method to analyse the students’ interactional practices. This particular study was conducted in a high school in Bangladesh with eight 8th grade students (i.e., 12-13 year old students). Participants were given two tasks using two different types of media (written vs visual) and were video recorded as they completed the tasks. The result shows differences in interactional practices and in the students’ degree of engagement.

Place, publisher, year, edition, pages
2017. , p. 31
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URN: urn:nbn:se:su:diva-164917OAI: oai:DiVA.org:su-164917DiVA, id: diva2:1280720
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Available from: 2019-01-29 Created: 2019-01-20 Last updated: 2019-01-29Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
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More languages
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