Focus on form tasks and the provision of corrective feedback
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| Natura: | Artículo científico |
| Lingua: | en |
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Asociación Europea de Lenguas para Fines Específicos
2006
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| _version_ | 1876428075769528320 |
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| author | Patricia Salazar Campillo |
| author_facet | Patricia Salazar Campillo |
| contents | Focus on form tasks and the provision of corrective feedback Patricia Salazar Campillo Lengua y Literatura feedback dictogloss Focus on form This paper examines how different tasks may provide learners with opportunities to produce output collaboratively (Swain & Lapkin, 1997) and receive teacher's feedback. To meet this end, 48 English for Specific Purposes (ESP) students performed the following focus-on-form tasks: dictogloss, text reconstruction, multiple choice and cloze test. As the number of language-related episodes shows, dictogloss is the task that generated fewer episodes centred on language. In turn, the tasks that most facilitate teacher's feedback are text reconstruction and cloze test. The findings of this study may be relevant in the English-as-a-foreign language context, where the number of students per class is large and the possibility to obtain individual feedback is scarce. 2006 artículo científico 1139-7241 https://www.redalyc.org/articulo.oa?id=287024011007 en http://www.redalyc.org/revista.oa?id=2870 Ibérica, Revista de la Asociación Europea de Lenguas para Fines Específicos application/pdf Asociación Europea de Lenguas para Fines Específicos Ibérica, Revista de la Asociación Europea de Lenguas para Fines Específicos (España) Num.11 |
| format | Artículo científico |
| id | redalyc_287024011007 |
| institution | Redalyc |
| language | en |
| publishDate | 2006 |
| publisher | Asociación Europea de Lenguas para Fines Específicos |
| spellingShingle | Focus on form tasks and the provision of corrective feedback Patricia Salazar Campillo Lengua y Literatura feedback dictogloss Focus on form Focus on form tasks and the provision of corrective feedback Patricia Salazar Campillo Lengua y Literatura feedback dictogloss Focus on form This paper examines how different tasks may provide learners with opportunities to produce output collaboratively (Swain & Lapkin, 1997) and receive teacher's feedback. To meet this end, 48 English for Specific Purposes (ESP) students performed the following focus-on-form tasks: dictogloss, text reconstruction, multiple choice and cloze test. As the number of language-related episodes shows, dictogloss is the task that generated fewer episodes centred on language. In turn, the tasks that most facilitate teacher's feedback are text reconstruction and cloze test. The findings of this study may be relevant in the English-as-a-foreign language context, where the number of students per class is large and the possibility to obtain individual feedback is scarce. 2006 artículo científico 1139-7241 https://www.redalyc.org/articulo.oa?id=287024011007 en http://www.redalyc.org/revista.oa?id=2870 Ibérica, Revista de la Asociación Europea de Lenguas para Fines Específicos application/pdf Asociación Europea de Lenguas para Fines Específicos Ibérica, Revista de la Asociación Europea de Lenguas para Fines Específicos (España) Num.11 |
| title | Focus on form tasks and the provision of corrective feedback |
| topic | Lengua y Literatura feedback dictogloss Focus on form |
| url | https://www.redalyc.org/articulo.oa?id=287024011007 |