Child EFL grammar learning through a collaborative writing task
The present study analyzed the effects of completing a dictogloss task on the development of English grammar (3rd person singular -s and articles) in a foreign language primary school context. Fifty 11-12 year-old elementary EFL Spanish learners worked on a dictogloss task individually, and in teach...
| Autores: | , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/66049 |
| Acceso en línea: | http://hdl.handle.net/10810/66049 |
| Access Level: | acceso abierto |
| Palabra clave: | children focus on form L2 writing collaboration dictogloss |
| Sumario: | The present study analyzed the effects of completing a dictogloss task on the development of English grammar (3rd person singular -s and articles) in a foreign language primary school context. Fifty 11-12 year-old elementary EFL Spanish learners worked on a dictogloss task individually, and in teacher-assigned dyads and small groups. Their grammar gains were measured by means of a pre- and post-dictogloss grammaticality judgment test. The analysis of the children's languaging showed that the task encouraged learners in pairs and groups to equally focus on form, although not only on the target features, which did not improve. There was, however, a slight advantage of pairs over small groups and individuals. A number of research implications, drawn from these results, are discussed. |
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