Task-modality effects on young learners’ language-related episodes in collaborative dialogue

  1. Francisco Gallardo-del-Puerto 1
  2. María Martínez-Adrián 2
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  2. 2 Universidad del País Vasco / Euskal Herriko Unibertsitatea, UPV/EHU
Revista:
Revista española de lingüística aplicada

ISSN: 0213-2028

Año de publicación: 2022

Volumen: 35

Número: 2

Páginas: 480-512

Tipo: Artículo

Otras publicaciones en: Revista española de lingüística aplicada

Resumen

In adult learners’ collaborative dialogue, oral+written tasks have been found to promote a greater incidence and resolution of language-related episodes and to demand higher levels of accuracy than oral tasks thanks to the extra time learners have to reflect on their written outcome. No previous studies have tested whether asking learners to attend to accuracy in both modalities would yield similar results. The present study with 23 dyads of young English learners supports the superiority of the oral+written modality in the promotion of learning opportunities, even if learners are encouraged to focus on form in the oral modality, a result reinforced by the incorporation of target-like resolved episodes in the written product. However, the intragroup analysis reveals that young learners focus on meaning in equal terms, present low rates of target-likeness, and do not elaborate their resolutions, all of which can be ascribed to their younger age and developing metalinguistic awareness.

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