Please use this identifier to cite or link to this item:
Jones, Sally Ann
This paper examines how primary school pupils in Singapore use language in group work. Using a combination of sociocultural discourse analysis, linguistic analysis, and contextual pedagogic analysis, one primary 1 and one primary 3 group’s interactions during their English lessons were analysed in detail. Looking specifically into how pupils’ language indicate their metacognitive and metalinguistic awareness, the analyses suggest the importance of language competence in enabling more effective group talk about language. At the same time, in this multilingual context, metalinguistic awareness often appears not in the form of academic language but rather in a conversational, non-standard Singapore Colloquial English. The study also finds that pupils’ over-emphasis on task completion and grammar might disrupt development of metacognitive and metalinguistic awareness.
|Appears in Collections:||Educational Research AY2019/2020|
Show full item record
Files in This Item:
|325.12 kB||Adobe PDF||View/Open|
checked on Jun 29, 2022
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.