Pushed Output and Noticing in a Dictoglosstask Implementation in the CLIL Classroom

  1. Basterrechea Lozano, María
  2. García Mayo, María del Pilar
  3. Leeser, Michael John
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2014

Número: 22

Páginas: 7-22

Tipo: Artículo

DOI: 10.30827/DIGIBUG.53643 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

El presente estudio investiga cómo una tarea productiva puede promover la atención a la forma al recibir input tras dicha producción. Dieciséis aprendices adolescentes llevaron a cabo una dictoglosia en varios pasos de forma colaborativa e individual de la siguiente forma: escucharon un texto y anotaron palabras clave, reconstruyeron el texto; volvieron a escuchar el texto y lo compararon con su producción escrita. Los resultados revelaron que (a) la producción y consiguiente input son beneficiosos, dado que los aprendices dirigieron su atención a aspectos formales de la lengua; (b) los alumnos que trabajaron en grupo no obtuvieron mejores resultados

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Fuente de los datos: Dialnet