Collaborative tasks and their potential for grammar instruction in second/foreign language contexts


Abstract  Recent research on second language acquisition (SLA) points to the need for a comeback to formal aspects of language within a communicative context (Nassaji and Fotos, 2011).One of the ways in which teachers can foster learners’ attention to form in the classroom is by means of communicative tasks carried out in collaboration. This chapter will illustrate how several collaborative tasks such as dictogloss, text-reconstruction and jigsaw foster dialogue among the members of dyads carrying out communicative tasks and offer opportunities to improve the knowledge of the target language. It is precisely when performing these collaborative tasks that learners pay attention to formal aspects of language

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