Using Peer Feedback in Teaching Writing in English to Secondary School Students

A tétel rövid nézete
dc.contributor.advisorCsépes, Ildikó
dc.contributor.authorDerecskeiné Nagy, Mária
dc.contributor.departmentDE--TEK--Bölcsészettudományi Karhu_HU
dc.date.accessioned2013-10-09T09:29:06Z
dc.date.available2013-10-09T09:29:06Z
dc.date.created2007-07-30
dc.date.issued2013-10-09T09:29:06Z
dc.description.abstractNowadays, the process of teaching and learning a foreign language in secondary schools is practically unimaginable without the integration of the four basic skills: speaking, listening, reading and writing. Of these, writing has had a relatively unfavourable position for a long time, even if it is weighed equally in school leaving and other language examinations. Many participants may see it as a chore to be done outside the classroom, and this lack of interest can be experienced not only on the students’ part, who usually think of writing tasks as boring and cumbersome homework, but also on teachers’, who may feel similarly when thinking of the piles to be corrected. The two ends of the correction scale are also easily killing any remaining motivation, as neither one-or-two-word puzzling comments, nor the splattering of red ink all over the pieces promote it (O’Muircheartaigh, 2000). (Introduction)hu_HU
dc.description.courseangol nyelv és irodalomhu_HU
dc.description.degreeegyetemihu_HU
dc.format.extent55hu_HU
dc.identifier.urihttp://hdl.handle.net/2437/173679
dc.language.isoenhu_HU
dc.subjectteaching writinghu_HU
dc.subjectpeer feedbackhu_HU
dc.subject.dspaceDEENK Témalista::Nyelvtudomány::Alkalmazott nyelvészethu_HU
dc.titleUsing Peer Feedback in Teaching Writing in English to Secondary School Studentshu_HU
dc.typediplomamunka
Fájlok
Gyűjtemények
Theses (Institute of English and American Studies)