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

Puerto, Francisco Gallardo del; Martínez-Adrián, María

doi:10.1075/resla.20020.gal

Cited by 3 publications

(1 citation statement)

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“…Task-modality has been found to constrain the production of LREs in adults (i.e., Adams and Ross-Feldman 2008;García Mayo and Azkarai 2016;Niu 2009;Payant and Kim 2019) and children (García Mayo and Imaz Agirre 2019;Gallardo-del-Puerto and Martínez-Adrián 2022;Gutiérrez-Mangado and Basterrechea Forthcoming;. However, even if task-modality effects have been approached in recent studies with young learners, there are no studies by this age population that have offered a comprehensive analysis of LREs in terms of the targets discussed in meaning-and form-focused LREs and their elaboration.…”

Section: Introductionmentioning

confidence: 99%

Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language

Puerto

Martínez-Adrián

2022

Languages

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Task-modality has been found to constrain the production of LREs in adults and children. However, there are no studies with young learners that have offered a comprehensive analysis of LREs. To this end, this paper will examine the effect of task-modality on the features targeted in them, as well as on their level of engagement/elaboration during primary-school learners’ performance of a task containing both an oral and a written component (OW), and an only oral task with an editing phase (OE). In general terms, both tasks fostered more elaborate meaning-focused LREs than form-focused LREs, while a higher level of engagement with the language was obtained in the OW task. A fine-grained analysis of the different targets indicated that while in terms of meaning-focused LREs, the OW task led the learners to attend to and elaborate discussions on word choice, the OE task enhanced learners’ focus and engagement in word meaning. As for form-focused LREs, the OW task fostered a greater focus on morphosyntactic aspects and spelling, with a higher engagement in the latter. Morphosyntactic aspects were also the target of learners’ discussions in the OE task together with phonological aspects, with slightly more elaborate discussions in the latter.

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Section: Introductionmentioning

confidence: 99%

Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language

Puerto

Martínez-Adrián

2022

Languages

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A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany

Kos

2023

LTYL

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This article reports a small classroom-based study that has explored task-based peer interactions among grade 9 secondary school students (N = 14) of middle and low relative proficiency. Drawing primarily on audio recordings of peer interactions, oral presentations, and post-task interviews, and conducted by the teacher-researcher, it investigated how students interacted on an output task that was embedded in regular EFL lessons and designed to wrap up the unit work centered around the topic Down Under. A particular focus was on exploring to what extent and how students used the language that the task was meant to trigger, namely future tense and unit-related vocabulary. The aim was to inquire whether the task worked in the way it was designed for. The findings have shown that although students were involved with the task and with each other’s contributions, the use of the targeted structure elicited by the task remained limited. Pedagogical implications are discussed.

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Pairing method and young learners’ use of previously known languages during task-based interaction

Martínez-Adrián,

Arratibel-Irazusta

2024

TASK

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Recent research examining adult and young learners have concluded that pairing method (self-selected vs. proficiency-matched pairings) may affect learning opportunities operationalized as language-related episodes (LREs). But how it influences previously known language (PKL) use during task-based interaction is an under researched topic. This study sets out to explore whether the pairing method (self-selected vs. proficiency-matched pairings) during speaking and speaking+writing tasks completed by 10 to 11-year-old children has an effect on the amount and functions of PKLs. The study found that, in both tasks, self-selected pairs generated a greater amount of two functions: minor turns and vocabulary discussions. In the speaking+writing task specifically, self-selected pairs had greater PKL and greater off-task talk.

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

Cited by 3 publications

References 46 publications

Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language

Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language

A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany

Pairing method and young learners’ use of previously known languages during task-based interaction

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