Student and teacher strategies for communicating through dialogue journals in hebrew: A teacher research project

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3 Citations (Scopus)

Abstract

Two major issues are addressed in this teacher research paper: A description of strategies used by students in their dialogue journal writing and a description of strategies used by the teacher-researcher in responses to students' dialogue journal entries. The major findings are that students used L1 as a resource in their L2 for the following purposes: (1) translation as a means to communicate, (2) codeswitching as a clarification device, and (3) translation as a learning strategy. Meanwhile, the teacher-researcher used the following strategies: summarizing information; modeling conventions; using translation, codeswitching and other semiotic systems to convey meaning; using basic and repetitive format for the responses; using students' themes and vocabulary; and fostering authentic communication. Practical applications for foreign language teachers and researchers are included.

Original languageEnglish
Pages (from-to)77-84
Number of pages8
JournalForeign Language Annals
Volume37
Issue number1
DOIs
StatePublished - 1 Jan 2004

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research project
dialogue
teacher
student
learning strategy
semiotics
foreign language
vocabulary
communication
resources

Cite this

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abstract = "Two major issues are addressed in this teacher research paper: A description of strategies used by students in their dialogue journal writing and a description of strategies used by the teacher-researcher in responses to students' dialogue journal entries. The major findings are that students used L1 as a resource in their L2 for the following purposes: (1) translation as a means to communicate, (2) codeswitching as a clarification device, and (3) translation as a learning strategy. Meanwhile, the teacher-researcher used the following strategies: summarizing information; modeling conventions; using translation, codeswitching and other semiotic systems to convey meaning; using basic and repetitive format for the responses; using students' themes and vocabulary; and fostering authentic communication. Practical applications for foreign language teachers and researchers are included.",
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