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Volume 35, Issue 2
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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Abstract

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.

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2022-09-12
2025-04-18

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/content/journals/10.1075/resla.20020.gal
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Task-modality effects on young learners’ language-related episodes in collaborative dialogue
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 35, 480 (2022); https://doi.org/10.1075/resla.20020.gal
/content/journals/10.1075/resla.20020.gal
/content/journals/10.1075/resla.20020.gal
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  • Article Type: Research Article
Keyword(s): collaborative dialogue; diálogo colaborativo; English as a foreign language; episodios relacionados con la lengua; inglés como lengua extranjera; language-related episodes; modalidad de la tarea; niños aprendices; task modality; young learners

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