INFORMATION GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology
By T. Pica, Hyun‐Sook Kang, S. Sauro. Studies in Second Language Acquisition, 2006
125 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/09d28469285bd6cd32b068748da18d0c03d55a72
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “Information gap activities were chosen as a central component of the two experimental treatments for their purported role in drawing learner attention to linguistic forms that are difficult to notice and acquire in classroom discussion alone (Pica et al., 2006).”
- Interaction and instructed second language acquisition (2018, background): “The ways in which information is distributed among learners, and the ways in which they must exchange information can impact learner interaction (Doughty & Pica 1986; Foster & Skehan 1996; Ellis 2003; Pica et al. 2006; Gilabert, Barón & Llanes 2009).”
- Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, methodology): “Studies by Pica (2005) and Pica et al. (2006) have also suggested that cloze tasks are useful information gap tasks that can provide effective contexts for pushed output and negotiation about language forms.”