Pushed Output and Noticing in a Dictogloss: task Implementation in the CLIL Classroom

• Autores: María Basterrechea Lozano, María del Pilar García Mayo , Michael John Leeser
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, págs. 7-22
• Idioma: inglés
• DOI: 10.30827/digibug.53643
• Enlaces
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• Dialnet Métricas: 5 Citas
• Resumen
  • español

    El presente estudio investiga cómo una tarea productiva puede promover la atención a la forma al recibir input tras dicha producción. Dieciséis aprendices adolescentes llevaron a cabo una dictoglosia en varios pasos de forma colaborativa e individual de la siguiente forma: escucharon un texto y anotaron palabras clave, reconstruyeron el texto;

    volvieron a escuchar el texto y lo compararon con su producción escrita. Los resultados revelaron que (a) la producción y consiguiente input son beneficiosos, dado que los aprendices dirigieron su atención a aspectos formales de la lengua; (b) los alumnos que trabajaron en grupo no obtuvieron mejores resultados

  • English

    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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