Elevcentrerede og autonomifremmende feedbackformer som motivationsstrategi

Forfattere

  • Susana S. Fernández

DOI:

https://doi.org/10.7146/spr.v28i74.133033

Referencer

Campbell, N. & Fauster, J. (2013). Learner-centred feedback on writing: Feedback as dialogue. I: Reitbauer, M., Campbell, N., Mercer, S., Fauster, J. & Vaupetisch, R. (red.), Feedback matters: Current feedback practices in the EFL classroom (s. 55-86). Frankfurt am Main: Peter Lang.

Council of Europe (2001). Common European framework of reference for languages. Cambridge: Cambridge University Press.

Elicker, M. & Fürstenberg, U. (2013). Feedback in student writing: A closer look at code-marking. I: Reitbauer, M., Campbell, N., Mercer, S., Fauster, J. & Vaupetisch, R. (red.), Feedback matters: Current feedback practices in the EFL classroom (s. 55-86). Frankfurt am Main: Peter Lang.

Fernández, S.S. (under udgivelse). Feedback interactivo y producción escrita en la enseñanza del español LE/L2. Journal of Spanish Language Teaching.

García Pujals, A. & Lasagabaster, D. (2019). El efecto de la evaluación y la retroalimentación en la autonomía, la motivación y el aprendizaje del español como L3. Revista Española de Lingüística Aplicada, 32 (2), 455-485.

Hyland, K. (2011). Learning to write: Issues in theory, research, and pedagogy. I: Manchón, R. (red.), Learning-to-write and writing-to-learn in an additional language (s. 17-32). Amsterdam: John Benjamins.

Hyland, K. & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 77-95.

Kjærgaard, H.W. (2018). Technologymediated written corrective feedback in the Danish lower secondary classroom. Aarhus: Aarhus University.

Krashen, S. (1982/2009). Principles and practice in second language acquisition. Oxford: Pergamon.

Manchón, R. (red.) (2012). Learning-to-write and writing-to-learn in an additional language. Amsterdam/Philadelphia: John Benjamins.

Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. I Byrnes, H. (red.), Advanced language learning: The contribution of Halliday and Vygotsky (s. 95-108). London: Continuum.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Redigeret af Cole, M., John-Steiner, V., Scribner, S. & Souberman, E. Cambridge: Harvard University Press.

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Publiceret

2022-07-06

Citation/Eksport

Fernández, S. S. (2022). Elevcentrerede og autonomifremmende feedbackformer som motivationsstrategi. Sprogforum. Tidsskrift for Sprog- Og kulturpædagogik, 28(74). https://doi.org/10.7146/spr.v28i74.133033

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