Noticing and the role of interaction in promoting
      language learning

Current thinking within the field of second language acquisition (SLA) Contribution/ OriginalityThis study is one of very few studies which have investigated the role and kinds of practice that contribute to language learning. I argue that the use of CALL practice applications and the role of input, output and interaction based practice are equally important in L2 classroom development. WHAT IS PRACTICE?Despite the fact that most language learners and users take it for granted that second language learning requires a great deal of practice to achieve the desired level of competence, this is simply a characteristic of the EFL environment, where learners" exposure to English is not as authentic as if they were in an ESL setting.

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Dictogloss and the production of the English third person '–s' by CLIL and mainstream EFL learners: A comparative study

Basterrechea

Mayo

2014

ijes

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This study compares focus on form in Content and Language Integrated Learning (CLIL) and mainstream English as a Foreign Language (EFL) contexts in the production of a specific morphological feature, the English 3 rd person singular present tense markers. Research conducted in CLIL contexts to date examining morphosyntactic features has yielded disparate results. Thus, little is known about how this methodology affects learners' attention to form while completing a dictogloss task (Wajnryb, 1990). In the study 116 adolescent learners (CLIL, n = 54; mainstream EFL, n= 62) in the Basque Autonomous Community completed a dictogloss collaboratively and individually. Results showed that CLIL learners noticed and produced more instances of the 3 rd person singulars than mainstream learners, but not in a significant manner, and that those working in pairs in the CLIL group obtained significantly better results.

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Noticing and the role of interaction in promoting language learning

Cited by 3 publications

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Second language writing as a psycholinguistic locus for L2 production and learning

Second language writing as a psycholinguistic locus for L2 production and learning

Practice in Language Learning: Applications in Classroom Settings

Dictogloss and the production of the English third person '–s' by CLIL and mainstream EFL learners: A comparative study

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