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

Basterrechea, María

doi:10.30827/digibug.53643

Cited by 6 publications

(2 citation statements)

References 33 publications

(49 reference statements)

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“…In most cases, studies have analysed the nature of the interaction, the effects of interaction on morphosyntactic development, and have looked at the quality of texts produced during the task's reconstruction stage. These investigations have, to date, rendered heterogeneous results with regard to language development (see, amongst others, Basterrechea & García Mayo, 2013;Basterrechea, Leeser, & García Mayo, 2014;Fortune, 2005;Gallego, 2014Gallego, , 2016García Mayo, 2002;Kowal & Swain, 1994;Leeser, 2004;Malmqvist, 2005;Nabei, 1996;Qin, 2008;Salazar Campillo, 2006;Storch, 2013;Swain, 1998, Swain & Lapkin, 2001Uludag & VanPatten, 2012). Target form intake, L2 development, and the quality of learners' writing as evidenced by post-treatment assessment have been less frequently examined.…”

Section: Introductionmentioning

confidence: 99%

L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity

Gallego

2019

Language Teaching Research

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This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students’ text length and text complexity increase after treatment. A total of 104 fifth-semester Spanish learners participated in the study and were assigned to three conditions: control ( n = 36), dictogloss ( n = 33) and dictogloss plus explicit instruction ( n = 35). In order to measure target form recognition and production as well as text quality, participants completed a pre-, post- and delayed-post-test that included a guided written task and a recognition task. Results indicated that participants in both treatment groups increased their production of the subjunctive mood in the written modality in expected contexts at similar rates, which was also maintained over time. Participants also increased recognition rates, irrespective of group, pointing to a lack of relationship between this type of collaborative text reconstruction and subjunctive recognition. Lastly, an effect of group and time was also observed for text length and syntactic complexity, as participants in the treatment groups produced significantly longer texts, as well as a higher number of complement clauses.

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Section: Introductionmentioning

confidence: 99%

L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity

Gallego

2019

Language Teaching Research

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“…Writing without typing: speech-recognition tools for future translators in the English language classroom Ana-Isabel Martínez-Hernández, Lucía Bellés-Calvera of dictogloss. With this innovative and collaborative dictation technique based on the reconstruction of texts, it was proven that learners feel more enthusiastic about it and could reflect upon language use, thereby providing them with the necessary training to acquire writing skills (Azmoon, 2021;Lozano et al, 2014;Prince, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“Look, ma, no hands!” Writing without typing: speech-recognition tools for future translators in the English language classroom

Martínez-Hernández

Bellés-Calvera²

2022

Leng. soc.

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Writing proficiency in a foreign language has been increasingly demanded in the workplace due to the value of multilingualism; thus, it cannot be neglected in the English classroom. ICTs have gained momentum in the development of competences in the target language as a motivational asset, not least writing skills. In that sense, this paper seeks to inspect the effects speech recognition tools have in terms of motivation and written production. This study was conducted at a Spanish university with 55 first-year Translation and Interpreting undergraduates who were surveyed about the applicability of the dictation tools available in Microsoft Word® and Google Docs® to compose a written text. Results suggest that, despite its limitations, speech recognition can prove useful for learners and can result in a motivational innovative strategy to engage them in the writing process.

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Foreword: New Frontiers in Task-Based Language Teaching Research

Shehadeh¹,

Ahmadian²,

Mayo³

2017

Recent Perspectives on Task-Based Language Learning and Teaching

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

Cited by 6 publications

References 33 publications

L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity

L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity

“Look, ma, no hands!” Writing without typing: speech-recognition tools for future translators in the English language classroom

Foreword: New Frontiers in Task-Based Language Teaching Research

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