Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects
This classroom-based study investigated the development of learners’ ability to summarize short stories in English in a way that requires them "to attribute intentions and mental states to others and reason from this to a conclusion about why others performed certain actions"(Robinson, 201...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Book Chapter |
| Published: |
2014
|
| Online Access: | http://hdl.handle.net/20.500.11937/79355 |
| _version_ | 1848764036132372480 |
|---|---|
| author | Lambert, Craig Robinson, Peter |
| author2 | Baralt, Melissa |
| author_facet | Baralt, Melissa Lambert, Craig Robinson, Peter |
| author_sort | Lambert, Craig |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This classroom-based study investigated the development of learners’ ability to summarize short stories in English in a way that requires them "to attribute intentions and mental states to others and reason from this to a conclusion about why others performed certain actions"(Robinson, 2010: 253). Two groups of 30 second-year Japanese English majors completed a similar reading and discussion course. In both of the sections, learners were acquainted with the task and goals, and provided with the same amount of reading, discussion and task performance opportunities. However, in one group, instruction followed the SSARC model of task sequencing (Robinson, 2010), whereas in the other group learners were left to their own devices in using the classroom activities to reach the task performance goal in their own ways. Written pre-test and post-test scores were compared between and within groups to determine whether and to what extent learning outcomes varied. Although findings showed that the SSARC group demonstrated a consistently higher rate of gain over the course of instruction, and felt the course to be better suited to their level of ability, there were no statistically significant differences between the two groups on measures of the syntactic complexity, intentional reasoning or grammatical accuracy of story summaries following the respective courses of instruction. |
| first_indexed | 2025-11-14T11:12:58Z |
| format | Book Chapter |
| id | curtin-20.500.11937-79355 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:12:58Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-793552020-12-16T05:03:15Z Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects Lambert, Craig Robinson, Peter Baralt, Melissa Gilabert, Roger Robinson, Peter This classroom-based study investigated the development of learners’ ability to summarize short stories in English in a way that requires them "to attribute intentions and mental states to others and reason from this to a conclusion about why others performed certain actions"(Robinson, 2010: 253). Two groups of 30 second-year Japanese English majors completed a similar reading and discussion course. In both of the sections, learners were acquainted with the task and goals, and provided with the same amount of reading, discussion and task performance opportunities. However, in one group, instruction followed the SSARC model of task sequencing (Robinson, 2010), whereas in the other group learners were left to their own devices in using the classroom activities to reach the task performance goal in their own ways. Written pre-test and post-test scores were compared between and within groups to determine whether and to what extent learning outcomes varied. Although findings showed that the SSARC group demonstrated a consistently higher rate of gain over the course of instruction, and felt the course to be better suited to their level of ability, there were no statistically significant differences between the two groups on measures of the syntactic complexity, intentional reasoning or grammatical accuracy of story summaries following the respective courses of instruction. 2014 Book Chapter http://hdl.handle.net/20.500.11937/79355 restricted |
| spellingShingle | Lambert, Craig Robinson, Peter Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects |
| title | Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects |
| title_full | Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects |
| title_fullStr | Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects |
| title_full_unstemmed | Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects |
| title_short | Learning to Perform Narrative Task: A Semester Long Study of Task Sequencing Effects |
| title_sort | learning to perform narrative task: a semester long study of task sequencing effects |
| url | http://hdl.handle.net/20.500.11937/79355 |