Abstract:

The present study investigates the effects of language-related episodes (LREs), conscious reflection on own language produced in collaborative tasks, on the production of English questions in foreign language (L2) learning. The use of collaborative tasks that provide an opportunity to elicit LREs in the classroom is justified both on theoretical and pedagogical grounds, since it encourages learners to ‘talk about the language they are producing, question their language use, or correct themselves or others’ (Swain & Lapkin, 1998:326). Their effectiveness has been demonstrated in a number of studies, but many studies simply examined the occurrence of LREs in different task types, distribution of linguistic items focused in LREs, and their outcomes (e.g., distribution of correctly resolved linguistic problems) within a task, failing to account for whether the production of LREs had an impact on learners’ interlangauge development. This study aims to fill this gap by exploring developmental effects, both immediately following and delayed, of LREs. The study involved four classes of 57 English-as-a-foreign-language (EFL) learners who shared the same first language (Japanese) and were enrolled in an English programme offered at a university or a nursing school, both in Japan. The participants received the same treatment (four 90-minute lessons given once a week over a 4-week period) in which two task types, dictogloss and information gap tasks, were used to elicit LREs. Before engaging in these tasks in each class, the learners received a mini-lesson on one of the target forms (i.e., Question Tag, Cancel-inversion, Yes/No-Negative), which are acquired latest in the developmental sequence (stage 6), and watched the modelling video showing how to collaborate with each other in pair work. Individual developmental stages were identified by examining question examples produced in two speaking tasks (guided role-play and information-gap task) given on the pretest and two post-tests, the latter of which were administered 6-7 weeks apart. The preliminary analysis has shown that dictogloss is more effective than information-gap tasks in eliciting LREs and modified output, both involving the target and non-target forms, from learners at different developmental stages. As to successful generation of modified output and individual’s gains in developmental stage through the treatment, however, learners at a higher level benefited more than those at a lower level. The implication of the findings contributes to understanding of how teachers can assist learners to advance in L2 development.

References:
[1] Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, pp.320-337.

Keywords:

Language-related episodes, LREs, L2 development, question forms, developmental stage, collaborative tasks.