Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing

Task modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that de...

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Detalles Bibliográficos
Autores: Martínez Adrián, María, Gallardo del Puerto, Francisco
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/63788
Acceso en línea:http://hdl.handle.net/10810/63788
Access Level:acceso abierto
Palabra clave:language-related episodes
task-based interaction
task modality
task motivation
young learners
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spelling Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editingMartínez Adrián, MaríaGallardo del Puerto, Franciscolanguage-related episodestask-based interactiontask modalitytask motivationyoung learnersTask modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that deserves greater attention in the literature. Besides, previous research has not yet considered the incorporation of LREs in the final output of both oral and written tasks. Nor has it controlled for the differential levels of accuracy that the oral vs. the written modality demand, or the opportunity for revising the output equally in both modalities. Besides, little is known about learners’ motivation towards tasks of different modality. This article fills these gaps by examining the effect of task-modality on the production of LREs by 10- to 12-year-old schoolchildren performing an oral+writing task and an oral+editing task, as well as its effect on their task motivation. Task modality effects were evinced in terms of nature and incorporation of LREs, the written mode leading to greater focus on form and incorporation of accurately resolved LREs. The possibility of editing the oral output resulted in enhanced target-likeness of resolved LREs. As for task motivation, learners perceived both tasks as equally motivating.The Spanish Ministry of Economy and Competitiveness (FFI2016-74950-P) (AEI/FEDER/UE) and the Basque Government (IT904-16).Sage202420242021info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/63788reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MINECO/FFI2016-74950-P/https://journals.sagepub.com/doi/full/10.1177/13621688211052808info:eu-repo/semantics/openAccess© The Author(s) 2021.oai:addi.ehu.eus:10810/637882026-06-18T09:23:17Z
dc.title.none.fl_str_mv Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
title Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
spellingShingle Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
Martínez Adrián, María
language-related episodes
task-based interaction
task modality
task motivation
young learners
title_short Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
title_full Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
title_fullStr Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
title_full_unstemmed Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
title_sort Task modality and languagerelated episodes in young learners: An attempt to manage accuracy and editing
dc.creator.none.fl_str_mv Martínez Adrián, María
Gallardo del Puerto, Francisco
author Martínez Adrián, María
author_facet Martínez Adrián, María
Gallardo del Puerto, Francisco
author_role author
author2 Gallardo del Puerto, Francisco
author2_role author
dc.subject.none.fl_str_mv language-related episodes
task-based interaction
task modality
task motivation
young learners
topic language-related episodes
task-based interaction
task modality
task motivation
young learners
description Task modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that deserves greater attention in the literature. Besides, previous research has not yet considered the incorporation of LREs in the final output of both oral and written tasks. Nor has it controlled for the differential levels of accuracy that the oral vs. the written modality demand, or the opportunity for revising the output equally in both modalities. Besides, little is known about learners’ motivation towards tasks of different modality. This article fills these gaps by examining the effect of task-modality on the production of LREs by 10- to 12-year-old schoolchildren performing an oral+writing task and an oral+editing task, as well as its effect on their task motivation. Task modality effects were evinced in terms of nature and incorporation of LREs, the written mode leading to greater focus on form and incorporation of accurately resolved LREs. The possibility of editing the oral output resulted in enhanced target-likeness of resolved LREs. As for task motivation, learners perceived both tasks as equally motivating.
publishDate 2021
dc.date.none.fl_str_mv 2021
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/63788
url http://hdl.handle.net/10810/63788
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO/FFI2016-74950-P/
https://journals.sagepub.com/doi/full/10.1177/13621688211052808
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
© The Author(s) 2021.
eu_rights_str_mv openAccess
rights_invalid_str_mv © The Author(s) 2021.
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sage
publisher.none.fl_str_mv Sage
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301603

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