2. Language-related episodes during collaborative tasks

Basterrechea, María; Mayo, Marı́a del Pilar Garcı́a

doi:10.1075/lllt.34.05ch2

Cited by 40 publications

(5 citation statements)

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“…This result is not fully comparable to previous findings, as to our knowledge, no investigations have been conducted analysing the relationship between the resolution of LREs and the written output of collaborative tasks. However, the finding obtained in the present study is in line with prior research that has established a relationship between accurate resolutions and language development in the posttests administered (Basterrechea & García Mayo, 2013;Payant & Kim, 2019). Even if more research along the same lines is timely, the evidence reported in the present study confirms the great potential of this speaking+writing task as far asthe contribution of LREs to language learning.…”

Section: Discussionsupporting

confidence: 91%

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

Puerto

Martínez-Adrián

2022

RESLA

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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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Section: Discussionsupporting

confidence: 91%

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

Puerto

Martínez-Adrián

2022

RESLA

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“…Some results suggest that pair dynamics and the relationships formed by dyad members may be a more important consideration than proficiency. Most research on LREs so far has considered adults in English as a second language (ESL; Benson et al, 2005), immersion (Kowal & Swain, 1994; Swain, 1998; Swain & Lapkin, 1998), content-based instruction (Leeser, 2004), or FL settings (Basterrechea & García Mayo, 2013; Basterrechea & Leeser, 2019; Kim & McDonough, 2008; García Mayo, 2002a, 2002b; García Mayo & Azkarai, 2016; Malmqvist, 2005; Storch & Aldosari, 2013), but little research has centred around young English as a foreign language (EFL) learners’ production of LREs. Several authors have recently claimed that, in general, little research exists that centres on the processes of foreign language learning by young learners at the elementary school level (Collins & Muñoz, 2016; García Mayo, 2017).…”

Section: Introductionmentioning

confidence: 99%

The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction

Puerto

Basterrechea

2021

Language Teaching Research

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Little is known about young CLIL (Content and Language Integrated Learning) learners’ attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables – L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners’ interactive behaviour in L2 English, at least in terms of LRE production, does not differ as a consequence of target language proficiency, whereas pair formation method exerts some influence, self-selected pairs producing and resolving more meaning-based LREs. No differences were found for form-focused LREs.

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“…49-79 Print ISSN: 1578Online ISSN: 1989-6131 Studies have also looked at the impact of task type on the occurrence and the nature of LREs in learner-learner interaction. Research with adult learners has shown that the most commonly used tasks to generate LREs are jigsaw tasks (Swain & Lapkin, 2001), dictogloss tasks (Basterrechea & Garcia Mayo, 2013;Swain & Lapkin, 2001;Qin, 2008;Fortune, 2009), and text-reconstruction tasks (García Mayo, 2002;Alegria de la Colina & García Mayo, 2007;Storch, 2008). The text-reconstruction task is a task in which learners are required to complete linguistic items which had been deleted by the researcher, to produce an accurate text (Alegria de la Colina & García Mayo, 2007).…”

Section: What Tasks Are Effective To Promote Collaborative Writing?mentioning

confidence: 99%

Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson

Kos

2023

Int. j. Engl. stud.

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A growing body of research has explored collaborative writing (CW) among young learners. Nevertheless, studies have mainly focused on tasks such as the dictogloss, which is rather uncommon in regular classroom teaching and has neglected activities that are more common. In addition, research has focused on language-related episodes (LREs) without considering other important episodes including those that involve the teacher. Finally, only one study has explored to what extent the decisions made within LREs transfer into the written product. With these research gaps in mind, the present study examined CW of 12 pairs composed of 10 to 11-year-old learners of English as a foreign language (EFL) who jointly wrote a role-play. Drawing on audio recordings of pair work interactions and documentary analysis of students’ written work, the study has found that in addition to LREs, students frequently engaged in content-related and activity-related episodes with the teacher’s involvement being rather limited. Despite the teacher’s presence, a high proportion of LREs was resolved incorrectly or left unresolved. Nearly all correctly and incorrectly resolved LREs were also incorporated into the jointly written role-play. Students focused predominantly on the language targeted by the activity (lexical phrases) and attended to other language aspects minimally.

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2. Language-related episodes during collaborative tasks

Cited by 40 publications

References 0 publications

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

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

The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction

Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson

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