{"id":113001,"date":"2012-11-07T00:00:00","date_gmt":"2012-11-07T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/interaction-and-focus-on-form-in-a-dictogloss-task-in-secondary-education-a-comparative-study-of-clil-and-mainstream-learner-production\/"},"modified":"2012-11-07T00:00:00","modified_gmt":"2012-11-07T00:00:00","slug":"interaction-and-focus-on-form-in-a-dictogloss-task-in-secondary-education-a-comparative-study-of-clil-and-mainstream-learner-production","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/ensenanza-de-lenguas\/interaction-and-focus-on-form-in-a-dictogloss-task-in-secondary-education-a-comparative-study-of-clil-and-mainstream-learner-production\/","title":{"rendered":"Interaction and focus on form in a dictogloss task in secondary education: a comparative study of clil and mainstream learner production"},"content":{"rendered":"

Tesis doctoral de Mar\u00eda Basterrechea Lozano <\/strong><\/h2>\n

The field of second language acquisition (sla) is concerned with the knowledge that second language learners do and do not acquire and how learning occurs (gass, 1997), a complex phenomenon that different subfields existing today aim to account for. The present study adopts the perspective of the interaction hypothesis (long, 1991, 1996), a framework that describes the processes pertaining to input, negotiated interaction, feedback and output. This framework acknowledges the importance of the role of instruction, specifically focus on form (fonf), a type of methodological approach that seeks to focus on form in a meaningful context. Research on fonf has provided support for the use of collaborative tasks in which learners consciously reflect on their own language use, i.E., Produce language-related episodes (lres). A lre is any part of a dialogue in which students talk about the language they are producing, question their language use, or other- or self-correct (swain, 1998). Recent research (adams and ross-feldman, 2008; alegr\u00eda de la colina and garc\u00eda mayo, 2007; fortune, 2005; leeser, 2004) has examined the amount and nature of lres produced by learners in different settings. However, there is basically no research on whether learners in content-and-language-integrated-learning (clil) programs (mehisto et al., 2008) produce lres and much less on the effect of that production on written tasks. The present study investigates the effect of collaborative work in noticing and producing an english morphosyntactic feature (the \u00c2\u00bfs marker of the third person singular present tense) as 118 english-as-a-foreign-language (efl) – or mainstream – and clil adolescent learners were engaged in a dictogloss (wajnryb, 1990) task, as follows: learners listened twice to a text with samples of the target feature embedded in thirteen (13) obligatory contexts; they jotted down notes the second time; subsequently they reconstructed the passage in dyads or individually. The learners\u00c2\u00bf oral interaction was recorded and analysed for lres; the production of morpheme -s in the dictogloss was tallied and analysed.Results provided evidence that (a) a large amount (46%) of the grammatical lres referred to the target feature; (b) there is a statistical correlation between the amount of correctly solved grammatical lres referring to the target feature and the amount of production of the target feature in obligatory contexts in the dictogloss task, and (c) collaborative work in the dictogloss yielded more positive results for clil than for mainstream learners.El campo de la adquisici\u00f3n de la segunda lengua (asl) se ocupa del conocimiento que los aprendices adquieren (o no) y la manera en que se da el aprendizaje (gass, 1997), un fen\u00f3meno complejo estudiado en los distintos subcampos existentes hoy en d\u00eda. El presente estudio adopta la perspectiva de la hip\u00f3tesis de la interacci\u00f3n (long, 1991, 1996), un marco que describe los procesos en la interacci\u00f3n entre aprendices de la segunda lengua. En cuanto a la ense\u00f1anza de lenguas, la atenci\u00f3n a la forma (long y robinson, 1998) es una propuesta metodol\u00f3gica que tiene como objeto el enfoque en la forma en un contexto basado en el contenido, atrayendo la atenci\u00f3n del aprendiz a aspectos formales de la lengua en un contexto de aula. Varios estudios dan cuenta de los potenciales beneficios de actividades enfocadas a la forma que requieren de la producci\u00f3n. En tareas colaborativas los alumnos reflexionan conscientemente en su propio uso de la lengua, y producen episodios centrados en la lengua, definidos originalmente como \u00c2\u00bfcualquier parte del di\u00e1logo en el que los alumnos hablan sobre la lengua que producen, se preguntan sobre su uso, o corrigen a su compa\u00f1ero\/a o a s\u00ed mismos\u00c2\u00bf. Se considera que estos episodios centrados en la lengua son la evidencia de que un aprendiz se ha percatado de un \u00c2\u00bfhueco\u00c2\u00bf en su propia interlengua o en la de su compa\u00f1ero\/a (gass y mackey, 2007).Adem\u00e1s, varios estudios recientes (adams y ross-feldman, 2008; alegr\u00eda de la colina y garc\u00eda mayo, 2007; fortune, 2005; garc\u00eda mayo, 2002a, 2002b; leeser, 2004;) han investigado la cantidad y la naturaleza de estos episodios en diversos contextos educativos. Sin embargo, a\u00fan no se ha llevado a cabo ninguna investigaci\u00f3n de este tipo en un nuevo contexto de aprendizaje: en programas de aprendizaje integrado de contenidos y lengua extranjera (aicle) (mehisto, marsh y frigols, 2008), crecientes en europa en la actualidad (dalton-puffer, 2011; ruiz de zarobe y jim\u00e9nez catal\u00e1n, 2009). Esta tesis doctoral pretende examinar si los alumnos aicle se orientan a la forma ling\u00ed\u00bc\u00edstica de forma diferente a alumnos de contextos tradicionales de ingl\u00e9s como lengua extranjera en la interacci\u00f3n colaborativa al llevar a cabo una tarea que centra su atenci\u00f3n en la tercera persona del singular del presente simple del ingl\u00e9s, un aspecto morfol\u00f3gico que se ha demostrado que es problem\u00e1tico. En el estudio participaron 118 alumnos adolescentes de contextos aicle y de contextos de ingl\u00e9s como lengua extranjera y llevaron a cabo una tarea de dictoglosia. Analizamos su producci\u00f3n con el fin de determinar a) si estos alumnos reflexionaron conscientemente sobre el aspecto morfol\u00f3gico que estudiamos, b) c\u00f3mo la atenci\u00f3n expl\u00edcita sobre \u00e9ste afecta a la reconstrucci\u00f3n escrita del textolos resultados obtenidos revelaron que a) los alumnos aicle produjeron m\u00e1s episodios centrados en la lengua que los alumnos de contextos tradicionales de ingl\u00e9s como lengua extranjera, b) una correlaci\u00f3n positiva entre los episodios centrados en la lengua con enfoque en la tercera persona y la tercera persona del presente simple producidos en el texto escrito en la dictoglosia, tanto por parte de alumnos aicle como alumnos de contextos tradicionales de ingl\u00e9s como lengua extranjera.<\/p>\n

 <\/p>\n

Datos acad\u00e9micos de la tesis doctoral \u00abInteraction and focus on form in a dictogloss task in secondary education: a comparative study of clil and mainstream learner production<\/strong>\u00ab<\/h3>\n
    \n
  • T\u00edtulo de la tesis:<\/strong>\u00a0 Interaction and focus on form in a dictogloss task in secondary education: a comparative study of clil and mainstream learner production <\/li>\n
  • Autor:<\/strong>\u00a0 Mar\u00eda Basterrechea Lozano <\/li>\n
  • Universidad:<\/strong>\u00a0 Pa\u00eds vasco\/euskal herriko unibertsitatea<\/li>\n
  • Fecha de lectura de la tesis:<\/strong>\u00a0 11\/07\/2012<\/li>\n<\/ul>\n

     <\/p>\n

    Direcci\u00f3n y tribunal<\/h3>\n
      \n
    • Director de la tesis<\/strong>\n
        \n
      • Pilar Garc\u00eda Mayo<\/li>\n<\/ul>\n<\/li>\n
      • Tribunal<\/strong>\n
          \n
        • Presidente del tribunal: eva Alc\u00f3n soler <\/li>\n
        • mari luz Celaya villanueva (vocal)<\/li>\n
        • m. amparo Lazaro ibarrola (vocal)<\/li>\n
        • patricia Salazar campillo (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

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