Exploring Task Effects: Focus on Form in Dictogloss and Grammar-discovery Tasks
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Abstract
Exploring Task Effects: Focus on Form in Dictogloss and Grammar-discovery TasksHan, Young-Ju The need to address the teaching of grammar is well established but there is little consensus concerning how learners’ attention to form should be directed. For these reasons, recent research has been aimed at considering pedagogical ways to integrate instruction on problematic grammar forms within a communicative framework. The dictogloss and grammar-discovery tasks are the kind of task that aims to focus learners’ attention quite explicitly on the form of the grammar structure while stimulating meaningful L2 communication and creating a purposeful context for language use. This exploratory study examines the extent to which learners learn a new grammatical rule through the two tasks. In addition to the relative effectiveness of the two tasks, the features of the dyadic discussion in the two tasks are analyzed and discussed in terms of learning outcomes.
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