Audiotaped Dialogue Journals: Lexical, Grammatical, and Affective Benefits.

Autor/inn/en	Brown, Cheryl; und weitere
Titel	Audiotaped Dialogue Journals: Lexical, Grammatical, and Affective Benefits.
Quelle	(1996), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiotape Recordings; Cognitive Style; College Students; Dialog Journals; English (Second Language); Higher Education; Journal Writing; Oral Language; Second Language Learning; Self Expression; Student Journals; Teacher Student Relationship; Vocabulary Development; Writing Exercises; Chile + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitschriftenaufsatz; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Ausdruck; Studentenzeitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Wortschatzarbeit; Schreibübung
Abstract	This report defines and describes audiotaped dialogue journals produced by fourth year, Chilean university students in their English class. The taped journals were used as a way for students to obtain additional practice in reading, writing, listening, and speaking in an environment where school was the only place they practiced their English. The report focuses on the use of the audiotaped journal as a means of communication between students and teacher that stressed the students' oral communicative abilities. Nine students participated throughout the complete 15-week semester; they also completed written journals. Analysis and comparison of oral and written journals indicated that the students who did participate in the exercise increased their practice of English as well as English interaction, one-on-one with the teacher. When the written and oral journals were further compared, there was evidence of improvement in student vocabulary based on the content of the oral journals. Article usage was also assessed; findings indicated a higher level of accuracy of article usage from early oral journal to later oral journal entries. In terms of affect, oral journals were found to be very positive. It is concluded that the oral journals aided in vocabulary acquisition, increased students' grammatical accuracy, and helped develop positive relationships between students and teacher. (Contains eight references.) (Author/NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC