Article2002

Reformulation and the Learning of French Pronominal Verbs in a Canadian French Immersion Context

Sharon Lapkin · Merrill Swain · Monika Smith

147 citations0/0 files storedModern Language Journal

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning French Language Learning Methods

Abstract

In this article, we examine a subset of collaborative dialogues that occurred in a multistage task where 8 Canadian grade 7 French immersion students worked together in pairs. Each pair wrote a story, noticed differences between their text and a reformulator's revision of that text, and reflected on their noticing. We analyze the transcripts of their talk in these 3 task sessions, identifying and describing the language‐related episodes. We trace the development of the target language (French), with specific reference to pronominal verbs, from the learners' first collaborative draft to their posttests. The study explores task differences and differences between lower‐ and higher‐proficiency dyads. The language‐related episodes selected for close analysis, along with the posttest data, provide evidence that in most cases, learners have progressed in their correct use of pronominal verbs in French.

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References

1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1995Three functions of output in second language learning 1998Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together 1995Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning 2013Stimulated Recall Methodology in Second Language Research 1981Testing Esl Composition: A Practical Approach 1993Input Enhancement in Instructed SLA 1997Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research

Cited by

2010Collaborative and individual output tasks and their effects on learning English phrasal verbs 2012Noticing and uptake: Addressing pre-articulated covert problems in L2 writing 2009Text-based peer–peer collaborative dialogue in a computer-mediated learning environment in the EFL context 2018Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts 2014Vocabulary learning in collaborative tasks: A comparison of pair and small group work

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