Peer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptions
<p>This investigation evaluated pupil perceptions about speaking with their peers in the language that they are being taught, referred to as the Target Language (TL). The Research Questions examined the impact of an intervention which increased the frequency of Pupil TL use on the challenges,...
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| Format: | Thesis |
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2018
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| _version_ | 1797101924421468160 |
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| author | Donati, K |
| author_facet | Donati, K |
| author_sort | Donati, K |
| collection | OXFORD |
| description | <p>This investigation evaluated pupil perceptions about speaking with their peers in the language that they are being taught, referred to as the Target Language (TL). The Research Questions examined the impact of an intervention which increased the frequency of Pupil TL use on the challenges, facilitators, and potential learning gains of Pupil TL speech. It also considered pedagogic implications for developing speaking activities.</p> <p>The sample consisted of 96 Year 10 students of French in an English secondary school, where the development of pupil TL speech had been identified as a priority. Pupils spoke in the TL for between three and five minutes during each lesson, over 12 weeks. Speaking was supported by a Graphic Organizer which was devised collaboratively. Baseline data was obtained through questionnaires, and was compared with Post-Test Questionnaires and Delayed Post-Test Questionnaires. Feedback was collected immediately following activities and Group Interviews were conducted.</p> <p>Findings suggest that pupils perceived learning gains of: greater lexis recall; increased understanding of the TL: and that learning gains in TL speech supported TL writing. Indications from the data and from literature suggest possible grammatical learning gains, however pupil recognition of this is not evident. According to pupils, the Graphic Organizer supported lexis acquisition. The findings further suggest that pupils showed interest in the ludic and interactional functions of speech, although teachers may prioritise the transactional function of speech. Pupils also reported feeling increasingly supported by their peers, which may reflect increased affiliation and enhanced collaborative co-construction of knowledge. </p> |
| first_indexed | 2024-03-07T05:58:45Z |
| format | Thesis |
| id | oxford-uuid:eb725a80-b916-4e06-8278-53b505dd82dc |
| institution | University of Oxford |
| last_indexed | 2024-03-07T05:58:45Z |
| publishDate | 2018 |
| record_format | dspace |
| spelling | oxford-uuid:eb725a80-b916-4e06-8278-53b505dd82dc2022-03-27T11:09:38ZPeer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptionsThesishttp://purl.org/coar/resource_type/c_bdccuuid:eb725a80-b916-4e06-8278-53b505dd82dcEducationORA Deposit2018Donati, K<p>This investigation evaluated pupil perceptions about speaking with their peers in the language that they are being taught, referred to as the Target Language (TL). The Research Questions examined the impact of an intervention which increased the frequency of Pupil TL use on the challenges, facilitators, and potential learning gains of Pupil TL speech. It also considered pedagogic implications for developing speaking activities.</p> <p>The sample consisted of 96 Year 10 students of French in an English secondary school, where the development of pupil TL speech had been identified as a priority. Pupils spoke in the TL for between three and five minutes during each lesson, over 12 weeks. Speaking was supported by a Graphic Organizer which was devised collaboratively. Baseline data was obtained through questionnaires, and was compared with Post-Test Questionnaires and Delayed Post-Test Questionnaires. Feedback was collected immediately following activities and Group Interviews were conducted.</p> <p>Findings suggest that pupils perceived learning gains of: greater lexis recall; increased understanding of the TL: and that learning gains in TL speech supported TL writing. Indications from the data and from literature suggest possible grammatical learning gains, however pupil recognition of this is not evident. According to pupils, the Graphic Organizer supported lexis acquisition. The findings further suggest that pupils showed interest in the ludic and interactional functions of speech, although teachers may prioritise the transactional function of speech. Pupils also reported feeling increasingly supported by their peers, which may reflect increased affiliation and enhanced collaborative co-construction of knowledge. </p> |
| spellingShingle | Education Donati, K Peer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptions |
| title | Peer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptions |
| title_full | Peer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptions |
| title_fullStr | Peer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptions |
| title_full_unstemmed | Peer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptions |
| title_short | Peer-to-peer use of the target langauge in MFL classes: an investigation into pupil perceptions |
| title_sort | peer to peer use of the target langauge in mfl classes an investigation into pupil perceptions |
| topic | Education |
| work_keys_str_mv | AT donatik peertopeeruseofthetargetlangaugeinmflclassesaninvestigationintopupilperceptions |