Please use this identifier to cite or link to this item:
|Title:||Teaching discourse markers in a technologically-enhanced language classroom||Authors:||Abuczki, Ágnes
|Keywords:||CALL;Digital tools;Discourse markers||Category:||Educational Sciences||Field:||Social Sciences||Issue Date:||Jul-2018||Source:||5th International Conference on Learning and Collaboration Technologies, 2018, 15-20 July, Las Vegas, United States||Conference:||5th International Conference on Learning and Collaboration Technologies||Abstract:||This paper reports on the methods and findings of a small-scale classroom research study focusing on the facilitation of the use of discourse markers (henceforth: DMs) by second language learners of English, at Cyprus University of Technology. In the framework of explicit teaching, mixed methods, combining traditional and digital tools, were employed in order to maximize the use of DMs in the EFL classroom. It was hypothesized that involvement in the lesson and the DM use of students along with the resulting coherence of their discourse is enhanced by and increases with the application of digital and interactive activities. In order to confirm or reject our hypothesis, an opinion questionnaire was administered to explore students’ perceptions about the use of digital and traditional tools demonstrated in class and to investigate the effectiveness of the enhancement of their skills in the use of discourse markers and in composing coherent texts and participating in collaborative interaction. Our study shows that students enjoy using digital tools, and, as a result of teaching and practice, they use more DMs; consequently, their pragmatic competence increases, and their interaction and argumentation becomes more natural and easier to follow.||URI:||http://ktisis.cut.ac.cy/handle/10488/13514||DOI:||10.1007/978-3-319-91743-6_25||Rights:||© Springer International Publishing AG, part of Springer Nature 2018.||Type:||Conference Papers|
|Appears in Collections:||Δημοσιεύσεις σε συνέδρια/Conference papers|
Show full item record
checked on Aug 25, 2019
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.