Reformulation: the cognitive conflict and L2 learning it generates.

Autor/inn/en	Tocalli-Beller, Agustina; Swain, Merrill
Titel	Reformulation: the cognitive conflict and L2 learning it generates.
Quelle	In: International journal of applied linguistics, 15 (2005) 1, S. 5-28Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen; Literaturangaben
Sprache	englisch; französische Zitate
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1473-4192
DOI	10.1111/j.1473-4192.2005.00078.x
Schlagwörter	Empirische Forschung; Interview; Kognition; Immersion; Nacherzählung; Textproduktion; Fremdsprachenunterricht; Prewriting; Zweitsprachenerwerbsforschung; Französischunterricht; Schreiben; Formulierung
Abstract	The paper provides evidence of the role of cognitive conflict in the process of learning a second language. Twelve grade 7 French immersion students participated in a multi-stage task that provided them with the opportunity to discuss the reformulation of a text they had written. Through a pre-test and post-test design, it is demonstrated that the reformulation of the students' own writing, an opportunity to notice the changes, and a subsequent stimulated recall provided opportunities for learning: they presented the students with cognitive conflicts that prompted the students to articulate differences between the two texts and discuss the reformulation. The students were also interviewed, which provided insights into their own learning experiences. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1