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Stories students tell
Creativity and oral narrative task performance of English majors in Hungary
Procedure
Tartalomjegyzék
- Stories students tell: Creativity and narrative task performance
- COPYRIGHT PAGE
- Series editors’ foreword
- Foreword
- Acknowledgements
- Chapter 1: Introduction
- Chapter 2: Theoretical Background of the Research
- 2.1. Introduction
- 2.2. Individual differences in language learning
- 2.2.1. Language aptitude
- 2.2.2. A potentially important ID variable – Creativity
- 2.2.2.1. Early theories of creativity
- 2.2.2.2. Psychometric theories of creativity
- 2.2.2.3. Novel features of more recent theories of creativity
- 2.2.2.4. Cognitive components of creativity
- 2.2.2.5. Creativity and perception
- 2.2.2.6. Creativity and memory
- 2.2.2.7. Metacognition in creativity
- 2.2.2.8. Measuring creativity
- 2.2.2.9. Creativity in language learning
- 2.2.2.10. Conclusion
- 2.2.2.1. Early theories of creativity
- 2.3. Tasks in L2 learning
- 2.3.1. Important changes in language instruction: The birth of task-based language learning
- 2.3.2. Task definitions in TBLT
- 2.3.3. Task types
- 2.3.4. Identifying the most influential task characteristics affecting performance on tasks
- 2.3.5. Task characteristics affecting the difficulty of tasks
- 2.3.6. Evaluating task performance
- 2.3.7. Empirical research on narrative tasks
- 2.3.8. Conclusion
- 2.3.1. Important changes in language instruction: The birth of task-based language learning
- 2.4. Conclusion: The relevance of creativity and language aptitude for learner performance on tasks
- 2.1. Introduction
- Chapter 3: Preliminary Study for Designing Narrative Tasks
- Chapter 4: Methods
- Chapter 5: Findings Concerning Individual Differences in Abilities and Proficiency
- Chapter 6: Task Performance on Cognitively Less and More Complex Tasks
- Chapter 7: Correlations of Individual Differences and Proficiency
- Chapter 8: Correlations of Individual Differences in Proficiency and Abilities with Task Performance Measures
- Chapter 9: Conclusions and Pedagogical Implications
- References
- Appendix A - Single picture task A
- Appendix B - Single picture task B
- Appendix C - Picture sequence task A
- Appendix D - Picture sequence task B
- Appendix E - Cartoon strip task A
- Appendix F - Cartoon strip task B
- Appendix G - Post-task interview
- Appendix H - Evaluation criteria for the oral narrative task
- Appendix I - New picture sequence task A
- Appendix J - New picture sequence task B
- Appendix K - C-test used in the study
- Appendix L - Sample tasks from HUNLAT
Kiadó: Akadémiai Kiadó
Online megjelenés éve: 2021
ISBN: 978 963 454 669 6
This monograph presents research conducted in connection with the relationships between individual difference variables, like creativity and language aptitude, and the oral narrative task performance of first year English major university students. Changes in language instruction that involve greater reliance on learners' creativity imply that researching creativity as a potentially important individual variable should be imminent. The prominence of tasks in the classroom and in tests suggests that tasks and their decisive features leading to differences in task performance should also be investigated. The findings of the monograph contribute to a deeper understanding of how different individual differences contribute to oral narrative task performance on the one hand, and on the other, they shed light on the differential effects of task complexity. Therefore, the monograph might be of interest for researchers, course book writers and practising teachers alike.
Hivatkozás: https://mersz.hu/albert-stories-students-tell//
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