Abstract

Research on form focused instruction has provided support for the use of collaborative tasks in which learners focus their attention on formal aspects of language and consciously reflect on their own language use (i.e. produce language-related episodes or LREs). A strand of research on LREs in different educational contexts examines the effect of learner-internal factors, such as target language proficiency, on the amount, type and resolution of LREs. However, little is known about whether learners in content-and-language-integrated-learning (CLIL) programmes pay attention to formal aspects of language and much less about the relationship between learner proficiency and LREs. Therefore, this study investigates how learner proficiency affected the amount, type (lexical or grammatical) and outcome (correct, incorrect or unresolved) of LREs involving the English 3rd person singular marker –s produced during a dictogloss task by 12 pairs of adolescent EFL learners from a CLIL classroom. The findings revealed that there was a positive correlation between the number of LREs involving the target form and the learners’ proficiency. Positive correlations were also found between learner proficiency and correctly resolved grammatical LREs involving 3rd person singular forms.

摘要

以形式为中心的教学研究为协作任务的使用提供了支持，在协作任务中，学习者将注意力集中在语言的形式方面，并有意识地反思自己的语言使用（即产生与语言有关的情节或LRE）。在不同教育背景下对LRE进行的一系列研究研究了学习者内部因素（例如目标语言水平）对LRE的数量，类型和分辨率的影响。但是，对于内容和语言集成学习（CLIL）计划中的学习者是否关注语言的形式方面知之甚少，而学习者熟练程度与LRE之间的关系知之甚少。因此，本研究调查了学习者的熟练程度如何影响其数量，类型（词汇或语法）和结果（正确，不正确或未解决的）涉及英语第三人称单数标记的LRE，是来自CLIL教室的12对青春期EFL学习者在书写时所产生的。调查结果表明，涉及目标形式的LRE数量与学习者的熟练程度呈正相关。在学习者的熟练程度和正确解决的涉及第三人称单数形式的语法LRE之间也发现正相关。