Sökning: "Written proficiency"

Visar resultat 16 - 20 av 60 uppsatser innehållade orden Written proficiency.

1. 16. Peer Feedback in the EFL Classroom : A Systematic Literature Review of Practices, Effects and Perceptions

   Magister-uppsats, Linnéuniversitetet/Institutionen för språk (SPR)

   Författare :Johanna Carling; [2021]
   Nyckelord :Peer feedback; English as a foreign language EFL ; teachers’ perceptions; students’ perceptions;

   Sammanfattning : This systematic literature review investigates peer feedback in EFL education. Findings on practices, effects and teacher- and student perceptions of peer feedback are drawn together and thereby a multifaceted understanding of the phenomenon in EFL-related research is offered. LÄS MER

3. 17. APPLICATION OF PROCESSABILITY THEORY TO SFI STUDENTS’ L2 WRITING COMPETENCIES

   Master-uppsats, Göteborgs universitet/Institutionen för pedagogik och specialpedagogik

   Författare :Reyhaneh Tajgardoun; [2020-01-22]
   Nyckelord :Swedish as a second language; language acquisition; L2 writing; morphology; processability theory;

   Sammanfattning : Aim: The main purpose of this study is to study the written proficiency of SFI students at different morphological learning levels, and their ability to conjugate verbs, nouns, and adjectives using a wordless children book (frog-story). Theory: This study tries to link SFI levels of written proficiency to the levels of Pienemann hierarchy of language learning. LÄS MER

4. 18. Enfoque por tareas en la enseñanza del español como lengua moderna en el bachillerato en Suecia : Un estudio sobre los pensamientos de profesores de cómo enseñar l expresión escrita

   Magister-uppsats, Stockholms universitet/Romanska och klassiska institutionen

   Författare :Victoria Tapia Balado; [2020]
   Nyckelord :Español como lengua moderna; enseñanza basada en tareas; expresión escrita; retroalimentación; perspectiva del profesor; bachillerato sueco;

   Sammanfattning : El propósito del presente estudio es investigar cómo cinco profesores titulados enseñan la expresión escrita en el bachillerato que aprenden el español cómo una lengua moderna (ELM), explorando asimismo la manera de cómo ellos trabajan con la retroalimentación en producciones escritas. Existen muchos estudios con varios enfoques que investigan la enseñanza de lenguas basada en tareas (ELBT), desde las perspectivas de los profesores hasta investigar la efectividad de dicho método, sin embargo, hasta hoy en día no se han publicado estudios en Suecia que se han centrado en explorar la perspectiva del profesor con relación a dicho método y que al mismo tiempo se enfoca en explorar cómo la retroalimentación como una actividad para aprender la lengua y mejorar la expresión escrita. LÄS MER

5. 19. Variation in Assessment : A Coh-Metrix Analysis of Evaluation of Written English in the Swedish Upper Secondary School

   Magister-uppsats, Stockholms universitet/Engelska institutionen

   Författare :Hugo Simion Malmcrona; [2020]
   Nyckelord :Writing assessment; lexical sophistication; cohesion; Coh-Metrix; L2 writing;

   Sammanfattning : Reliable evaluation is an important part of language education. However, reliable evaluation of student writing is notoriously difficult to achieve nationally. LÄS MER

7. 20. Written corrective feedback in the writing classroom for young English Second Language Learners

   Uppsats för yrkesexamina på grundnivå, Malmö universitet/Fakulteten för lärande och samhälle (LS)

   Författare :Louise Nyström; Milanda Gultekin; [2019]
   Nyckelord :Written corrective feedback; corrective feedback; indirect feedback; direct feedback; ESL; second language learning; writing development;

   Sammanfattning : Feedback can be given in many different forms, and the type that is written and strives to either correct students written errors or support their overall writing ability is suitably enough referred to as written corrective feedback (WCF) of which there are two main types of: indirect and direct WCF. We know that second language writers meet many obstacles, be that lack of motivation and vocabulary or misspellings and phrasal issues; nonetheless, teachers thought processes about what type of feedback to give on what type of error is of importance for the continuation of the development of sound feedback approaches. LÄS MER