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
Journal:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Year of publication: 2014

Issue: 22

Pages: 7-22

Type: Article

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

More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

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

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