Focus-on-form in a Collaborative Output Task: Exploring a Dictogloss
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This study was motivated by the pedagogic interest in dictogloss as a procedure combining form-focused and communication driven pair/group work leading to collaborative dialogue and looked inside a dictogloss to analyze learners’ spoken attention to form while doing the task. The dictogloss task employed in this study elicited discussions on a wide variety of forms, as has been claimed. However, there was a difference in the amount of form-focused episodes (FFEs) the learners produced. The linguistic feature targeted by the study was less frequently noticed and discussed by the learners although one single chosen structure appeared in the text repeatedly. The success rate of the FFEs was moderately high but the problem was that the learners had no way of knowing which linguistic forms to those problems they identified were correct at the moment when they had to make a decision. These results were discussed and implications for pedagogy were suggested.
Abstract
This study was motivated by the pedagogic interest in dictogloss as a procedure combining form-focused and communication driven pair/group work leading to collaborative dialogue and looked inside a dictogloss to analyze learners’ spoken attention to form while doing the task. The dictogloss task employed in this study elicited discussions on a wide variety of forms, as has been claimed. However, there was a difference in the amount of form-focused episodes (FFEs) the learners produced. The linguistic feature targeted by the study was less frequently noticed and discussed by the learners although one single chosen structure appeared in the text repeatedly. The success rate of the FFEs was moderately high but the problem was that the learners had no way of knowing which linguistic forms to those problems they identified were correct at the moment when they had to make a decision. These results were discussed and implications for pedagogy were suggested.
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