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Wybrane metody systematyzacji prawodawstwa Unii Europejskiej z uwzględnieniem aktów prawnych z zakresu prawa rolnego

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Milanowska D.

Studia Iuridica Agraria

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2013

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vol. 11

11-24

EN

This paper refers to certain aspects of the process of simplification of the European Union legislation. It focuses on the three main methods of editorial and substantial intervention in the text of a Union legal act, i.e. consolidation, codification and recast. Those three conceptions, their purpose and differences between them in terms of the procedure applied and the legal and practical consequences for the Union law are elaborated. Interdependence of those three methods is explained. The first step of the technical simplification of the Union law is the informal consolidation of the text of a legal act which forms the basis for the formal codification work at a later stage, which in turn is the basis for recasting of a legal act. The importance and results of the law simplification process in the three main pillars of the common agricultural policy: the common organisation of the markets, direct payments and rural development are demonstrated.

2

The role of extensive recasts in error detection and correction by adult ESL students

100%

Hawkes L., Nassaji H.

Studies in Second Language Learning and Teaching

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2016

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vol. 6

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issue 1

19-41

EN

Most of the laboratory studies on recasts have examined the role of intensive recasts provided repeatedly on the same target structure. This is different from the original definition of recasts as the reformulation of learner errors as they occur naturally and spontaneously in the course of communicative interaction. Using a within-group research design and a new testing methodology (video-based stimulated correction posttest), this laboratory study examined whether extensive and spontaneous recasts provided during smallgroup work were beneficial to adult L2 learners. Participants were 26 ESL learners, who were divided into seven small groups (3-5 students per group), and each group participated in an oral activity with a teacher. During the activity, the students received incidental and extensive recasts to half of their errors; the other half of their errors received no feedback. Students’ ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students’ reaction time on the error detection portion of the stimulated correction task was also measured. The results showed that students were able to detect more errors in error+recast (error followed by the provision of a recast) episodes than in error-recast (error and no recast provided) episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors in error+recast episodes than in error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes.

3

The role of extensive recasts in error detection and correction by adult ESL students

100%

Hawkes L., Nassaji H.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 1

19-41

EN

Most of the laboratory studies on recasts have examined the role of intensive recasts provided repeatedly on the same target structure. This is different from the original definition of recasts as the reformulation of learner errors as they occur naturally and spontaneously in the course of communicative interaction. Using a within-group research design and a new testing methodology (video-based stimulated correction posttest), this laboratory study examined whether extensive and spontaneous recasts provided during small-group work were beneficial to adult L2 learners. Participants were 26 ESL learners, who were divided into seven small groups (3-5 students per group), and each group participated in an oral activity with a teacher. During the activity, the students received incidental and extensive recasts to half of their errors; the other half of their errors received no feedback. Students’ ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students’ reaction time on the error detection portion of the stimulated correction task was also measured. The results showed that students were able to detect more errors in error+recast (error followed by the provision of a recast) episodes than in error-recast (error and no recast provided) episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors in error+recast episodes than in error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes.

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2 Studies in Second Language Learning and Teaching

1 Studia Iuridica Agraria

2 2016

1 2013

2 Hawkes L.

2 Nassaji H.

1 Milanowska D.

Wybrane metody systematyzacji prawodawstwa Unii Europejskiej z uwzględnieniem aktów prawnych z zakresu prawa rolnego

The role of extensive recasts in error detection and correction by adult ESL students

The role of extensive recasts in error detection and correction by adult ESL students