@misc{10481/53643,
year = {2014},
month = {6},
url = {http://hdl.handle.net/10481/53643},
abstract = {This study investigates the role of output tasks in noticing a certain target form
upon receiving subsequent input. Sixteen adolescent learners from an intact CLIL classroom
carried out a multi-stage dictogloss task collaboratively and individually. They followed the
usual steps in this type of task (listen and jot down key words, text reconstruction). Then they
listened to the text once again and compared it with their production. The study revealed that
(a) pushed output affects noticing in subsequent input and provides learners the opportunity
to notice formal aspects of language and (b) pairs working in collaboration did not obtain
better results.},
abstract = {El presente estudio investiga cómo una tarea productiva puede promover la
atención a la forma al recibir input tras dicha producción. Dieciséis aprendices adolescentes
llevaron a cabo una dictoglosia en varios pasos de forma colaborativa e individual de la
siguiente forma: escucharon un texto y anotaron palabras clave, reconstruyeron el texto;
volvieron a escuchar el texto y lo compararon con su producción escrita. Los resultados revelaron
que (a) la producción y consiguiente input son beneficiosos, dado que los aprendices
dirigieron su atención a aspectos formales de la lengua; (b) los alumnos que trabajaron en
grupo no obtuvieron mejores resultados.},
organization = {The research was supported by the following research grants: UFI11/06 from the University
of the Basque Country (UPV/EHU), and IT-311-10 from the Basque Government.},
publisher = {Universidad de Granada},
keywords = {Content and Language Integrated Learning (CLIL)},
keywords = {Output-input cycle},
keywords = {Collaborative tasks},
keywords = {Dictogloss and noticing},
keywords = {Aprendizaje integrado de contenidos y lengua (AICLE)},
keywords = {Ciclo de producción- recepción},
keywords = {Tareas colaborativas},
keywords = {Dictoglosia y atención},
title = {Pushed Output and Noticing in a Dictogloss: Task Implementation in the CLIL Classroom},
doi = {10.30827/Digibug.53643},
author = {Basterrechea, María and García Mayo, María del Pilar and Leeser, Michael J},
}