From language to function: developing self- and peer-assessment tools (Record no. 44831)
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| fixed length control field | 01806nam a22002537a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231108163609.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0951-0893 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 428.0071 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Mark deBoer et al.. |
| 245 ## - TITLE STATEMENT | |
| Title | From language to function: developing self- and peer-assessment tools |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | UK |
| Name of publisher | Oxford University Press |
| Year of publication | January 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 94–104p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | American Psychological Association , Volume 70, Number 2 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/>The action-oriented approach (AoA) is a powerful basis to inform teaching, learning, and assessment in the classroom that identifies learners as social agents and focuses on language learning through language use. This paper answers the call for developments that help teachers teach and learners learn in an AoA-informed way. We argue that cognitive discourse functions (CDFs) align with AoA, helping to develop learner thinking by focusing on the learners’ use of language. We complement our conceptual discussion referring to the process of developing a self- and peer-assessment tool informed by AoA and CDFs and the initial application of this tool in an advanced academic writing course in a Japanese university with B1 and B2 level students. We discuss how this tool can guide learners’ understanding of their writing process and fosters learners’ responsibility for deciding how they mobilize their linguistic resources to express particular language functions.<br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | AoA |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | cognitive discourse functions |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | academic writing |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | assessment |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1093/elt/ccac014 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 08.11.2023 | 428.0071 | Periodicals |