THE EFFECTIVENESS OF TWO FORM-FOCUSED TASKS IN ADVANCED EFL PEDAGOGY

By Garcia Mayo M.D.P.. 2002

102 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4a28556956df1b6196aa5d91d051c4a0db0b6cf2

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Citations in the corpus

Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, methodology): “…theoretical arguments, several studies have empirically examined the role of collaborative output tasks in L2 learning (e.g. Kowal & Swain, 1994; Nabei, 1996; Storch, 1998, 2005, 2007; Swain & Lapkin, 2001, 2002; García Mayo, 2002a, 2002b; Kuiken & Vedder, 2002; Lapkin et al., 2002; Leeser, 2004).”
The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice (2008, background): “The rationale for this derives from findings that L2 learners tend not to attend to target grammatical features during DG activities (García Mayo, 2002; Toshiyo, 1996; Williams, 1999).”
Using pretask modelling to encourage collaborative learning opportunities (2011, background): “Previous research has also demonstrated that the occurrence of interactional feedback and LREs during collaborative tasks is mediated by a variety of factors, including proficiency (Leeser, 2004; Watanabe & Swain, 2007, 2008; Kim & McDonough, 2008), pair dynamics between learners (Storch, 2002a, 200”
Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “…such as dictogloss and jigsaw tasks tend to elicit more lexical than grammatical LREs, more structured tasks such as text reconstruction and cloze tasks seem to favor learners’ attention to form (Alegría de la Colina & García Mayo, 2007; García Mayo, 2002; Storch, 2001a; Swain & Lapkin, 2001).”