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Second language learners' reflections on the effectiveness of dictogloss: A multi-sectional multi-level analysis

100%
Gallego M.
Studies in Second Language Learning and Teaching
|
2014
|
vol. 4
|
issue 1
33-50
EN
Despite the extensive research conducted regarding Focus on Form instruction, no conclusive results have been provided concerning (a) the issue of which techniques contribute most effectively to L2 acquisition, and b) at which level of proficiency those techniques should be implemented for best results. Dictogloss, one of these techniques, has been proven to be effective (Fortune, 2005; Kowal & Swain, 1994; Malmqvist, 2005; Nabei, 1996; Swain, 1998). While previous studies evaluating dictogloss explored feedback opportunities and the amount and type of language related episodes produced, fewer studies have reported on the effectiveness and its applicability according to proficiency level (Fortune, 2005; García Mayo, 2002) and none have explored learners’ conceptions about the task. Therefore, this study seeks to determine which proficiency level might be most appropriate for the implementation of dictogloss and to gather learners’ opinions regarding its usefulness and effectiveness. A total of 497 participants enrolled in novice-mid (N = 275) and advanced-low (N = 222) levels took part in the study. All participants engaged in two dictogloss tasks and completed a survey afterwards. Overall, results indicate that dictogloss was better received by advanced-low level students and that most students found it both useful and effective for learning.
2
Publication available in full text mode
Content available

Second language learners’ reflections on the effectiveness of dictogloss: A multi-sectional, multi-level analysis

100%
Gallego M.
Studies in Second Language Learning and Teaching
|
2014
|
vol. 4
|
issue 1
33-50
EN
Despite the extensive research conducted regarding Focus on Form instruction, no conclusive results have been provided concerning (a) the issue of which techniques contribute most effectively to L2 acquisition, and b) at which level of proficiency those techniques should be implemented for best results. Dictogloss, one of these techniques, has been proven to be effective (Fortune, 2005; Kowal & Swain, 1994; Malmqvist, 2005; Nabei, 1996; Swain, 1998). While previous studies evaluating dictogloss explored feedback opportunities and the amount and type of language related episodes produced, fewer studies have reported on the effectiveness and its applicability according to proficiency level (Fortune, 2005; García Mayo, 2002) and none have explored learners’ conceptions about the task. Therefore, this study seeks to determine which proficiency level might be most appropriate for the implementation of dictogloss and to gather learners’ opinions regarding its usefulness and effectiveness. A total of 497 participants enrolled in novice-mid (N = 275) and advanced-low (N = 222) levels took part in the study. All participants engaged in two dictogloss tasks and completed a survey afterwards. Overall, results indicate that dictogloss was better received by advanced-low level students and that most students found it both useful and effective for learning.
3
Publication available in full text mode
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Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs

88%
Basterrechea M., Gallardo-del-Puerto F.
Studies in Second Language Learning and Teaching
|
2020
|
vol. 10
|
issue 3
423-447
EN
A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf & Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different patterns of interaction (Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.
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