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

Abstract: In adult learners collaborative dialogue, oral+written tasks have been found to promote a greater incidence and resolution of language-related episodes and to demand higher levels of accuracy than oral tasks thanks to the extra time learners have to reflect on their written outcome. No previous studies have tested whether asking learners to attend to accuracy in both modalities would yield similar results. The present study with 23 dyads of young English learners supports the superiority of the oral+written modality in the promotion of learning opportunities, even if learners are encouraged to focus on form in the oral modality, a result reinforced by the incorporation of target-like resolved episodes in the written product. However, the intragroup analysis reveals that young learners focus on meaning in equal terms, present low rates of target-likeness, and do not elaborate their resolutions, all of which can be ascribed to their younger age and developing metalinguistic awareness.

 Autoría: Gallardo-Del-Puerto F., Martínez-Adrián M.,

 Fuente: Revista Espanola de Linguistica Aplicada, 2022, 35(2). 480-512

 Editorial: SGEL-Educación

 Fecha de publicación: 01/10/2022

 Nº de páginas: 32

 Tipo de publicación: Artículo de Revista

 DOI: 10.1075/resla.20020.gal

 ISSN: 0213-2028,2254-6774

 Proyecto español: FFI2016-74950-P

 Url de la publicación: 10.1075/resla.20020.gal