The effects of written input on young EFL oral output in a Catalan context
Amores Sánchez, Mònica
Pladevall Ballester, Elisabet, dir. (Universitat Autònoma de Barcelona. Departament de Filologia Anglesa i de Germanística)
Universitat Autònoma de Barcelona. Facultat de Filosofia i Lletres

Date:	2014
Description:	78 pag.
Abstract:	The present experimental study seeks to explore whether the incentive of written input (i. e. integrated language-based instruction) affects oral language development of young language learners of English in a minimal input situation in an EFL context. Research has established that input of an orthographic nature is more advantageous than phonological input, since it leads to a more effective retention (Nelson, Balass and Perfetti, 2005). Confirming these findings, the present study suggests that young language learners are sensitive to written input as the oral output of the experimental group shows higher scores in all variables tested and a number of significant differences emerge with respect to the control group.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Language:	Anglès
Studies:	Estudis anglesos [2500245]
Study plan:	Grau en Estudis Anglesos [801]
Document:	Treball final de grau ; Text
Subject:	Young language learners ; EFL ; Written input ; Integrated language-based instruction

79 p, 1.7 MB

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Research literature > Bachelor's degree final project > Faculty of Philosophy and Letters. TFG