Second Language Interaction in Diverse Educational Contexts
K. McDonough & A. Mackey
Recent research in different educational settings has provided support for the use of collaborative tasks in which learners consciously reflect on their own language (i.e., produce language-related episodes or LREs). However, little is known about whether learners in content-and-language-integrated-learning (CLIL) programs pay attention to formal aspects of language and whether that has an impact on their written production. This study investigates the effect of collaborative work on production of the present tense marker –s by eighty-one English-as-a-foreign-language (EFL) and CLIL adolescent learners during a dictogloss task. Results showed that CLIL learners produced more LREs than EFL learners and that there was a positive correlation between the number of LREs involving the target form and the learners’ written text reconstructions.