The effectiveness of two form‐focused tasks in advanced EFL pedagogy

Abstract

Recent research on second language pedagogy advocates the use of form‐focused tasks which require learners to produce output collaboratively. This article reports on the results of a study carried out with high‐intermediate/advanced EFL learners who completed two form‐focused tasks (a dictogloss and a text reconstruction) collaboratively. The learners’ interaction in both tasks was codified and language‐related episodes (LREs) identified. Results indicate that (i) learners’ attention to form was task‐dependent; (ii) the linguistic features of concern were those targeted by the tasks in the case of text‐reconstruction, and (iii) high‐intermediate/advanced learners provide no justification for most of the decisions concerning LREs. The results are considered in the light of current claims about the need for classroom teachers and researchers to carefully consider the choice of task and how learners interpret and complete it.

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