2. Language-related episodes during collaborative tasks
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María Basterrechea
Abstract
Recent research in different educational settings has provided support for the use of collaborative tasks in which learners consciously reflect on their own language (i.e., produce language-related episodes or LREs). However, little is known about whether learners in content-and-language-integrated-learning (CLIL) programs pay attention to formal aspects of language and whether that has an impact on their written production. This study investigates the effect of collaborative work on production of the present tense marker –s by eighty-one English-as-a-foreign-language (EFL) and CLIL adolescent learners during a dictogloss task. Results showed that CLIL learners produced more LREs than EFL learners and that there was a positive correlation between the number of LREs involving the target form and the learners’ written text reconstructions.
Abstract
Recent research in different educational settings has provided support for the use of collaborative tasks in which learners consciously reflect on their own language (i.e., produce language-related episodes or LREs). However, little is known about whether learners in content-and-language-integrated-learning (CLIL) programs pay attention to formal aspects of language and whether that has an impact on their written production. This study investigates the effect of collaborative work on production of the present tense marker –s by eighty-one English-as-a-foreign-language (EFL) and CLIL adolescent learners during a dictogloss task. Results showed that CLIL learners produced more LREs than EFL learners and that there was a positive correlation between the number of LREs involving the target form and the learners’ written text reconstructions.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
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Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
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Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
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Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
-
Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
-
Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
-
Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
