Work

Pushed Output and Noticing in a Dictogloss: Task Implementation in the CLIL Classroom

Year: 2014

Type: article

Abstract: This study investigates the role of output tasks in noticing a certain target form upon receiving subsequent input.Sixteen adolescent learners from an intact CLIL classroom carried out a multi-stage dictogloss task collaboratively and individually.They followed the usual steps in this type of task (listen and jot down key words, text reconstruction).Then they listened to the text once again and compared it with their production.The study revealed that (a) pushed output affects noticing in subsequent input and provides learners the opportunity to notice formal aspects of language and (b) pairs working in collaboration did not obtain better results.

Source: Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

DOI: 10.30827/digibug.53643

Author: María Basterrechea

Institutions: Florida State University, University of the Basque Country

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: Eusko Jaurlaritza, Euskal Herriko Unibertsitatea