The Effects of Poster Presentations and Class Presentations on Low‐Proficiency Learners
The Effects of Poster Presentations and Class Presentations on Low‐Proficiency Learners
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海报展示和课堂展示对低水平学习者的影响
DOI：
10.1002/tesj.131
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
D. Ferreira
中科院分区：
文献类型：
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作者：
Caleb Prichard;D. Ferreira
针对第二语言使用者的报告作业可以采取多种形式，例如传统的课堂报告或海报报告。海报演示，这是反复给小团体，似乎有几个优点，包括增加发言的机会，更多的演讲者和观众之间的互动，并减少焦虑的演讲者。然而，这些好处还没有在文献中进行批判性的讨论，更不用说在实验研究中进行研究了。本文比较了海报展示和课堂展示及其对日本一所大学75名英语水平较低的学生的影响。录像记录的数据，两个回忆测试，和学习者的调查被用来测试的假设，海报演示会导致说话的速度增加，更多的词汇保留，和更好的情感效果。研究结果证实了其中的一些假设，并强调了第二语言教师在计划口头陈述时应该考虑的几个因素。
Presentation assignments for second language speakers can take several forms, such as a traditional class presentation or a poster presentation. Poster presentations, which are given repeatedly to small groups, seem to have several advantages, including increased speaking opportunities, more interaction between the speaker and the audience, and less anxiety for the speaker. However, these benefits have not been discussed critically in the literature, let alone researched in experimental studies. This article compares poster presentations and class presentations and their effects on 75 low-proficiency speakers of English at a Japanese college. Video-recorded data, two recall tests, and learner surveys were used to test the hypothesis that poster presentations would lead to an increased rate of speaking, more vocabulary retention, and better affective effects. The results confirm some of these hypotheses, and highlight several factors that second language instructors should consider when planning oral presentations.