The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks
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This article reports on a study examining the language practice opportunities that occurred during a range of paired and small group interactive tasks in an intensive English as a Second Language (ESL) class of francophone Grade 6 students. The analysis focussed on the opportunities the tasks provided for the use of two complex and challenging forms (the simple past and the possessive determiners his/her) by these learners. We examined both the quantity and the quality of the contexts for the two target forms within the tasks, and whether particular task types or task features were associated with more or richer practice for the forms.Cet article fait rapport d’une étude qui examine les occasions de pratiquer la langue qui se sont présentées pendant diverses tâches interactives accomplies en petits groupes dans un cours intensif d’anglais langue seconde avec des étudiants francophones en 6e année. L’analyse a porté sur les occasions présentées aux apprenant pendant les tâches pour employer deux formes complexes et difficiles (le passé simple et les déterminants possessifs « his » et « hers »). Nous avons examiné tant la quantité que la qualité des contextes pour les deux formes ciblées, ainsi que les différentes sortes de tâches pour déterminer si elles étaient liées à un emploi plus riche ou fréquent des formes.
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Collins & White (2014) analysed classroom interaction of Grade 6 ESL learners in Quebec and discovered that certain features (e.g. possessive determiners) were more difficult to elicit even when the task was designed to do so (e.g. talking about family members).
“Collins & White (2014) analysed classroom interaction of Grade 6 ESL learners in Quebec and discovered that certain features (e.g.possessive determiners) were more difficult to elicit even when the task was designed to do so (e.g.talking about family members).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Collins & White 2014
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- Authors
- Collins, L., & White, J.
- Venue
- TESL Canada Journal
- Publisher
- TESL Canada Federation
- Published
- 2015-01-21
- Volume
- 31
- Pages
- 47
- ISSN
- 0826-435X (ISSN-L)
- 1925-8917
- OpenAlex
- W1905125945
- Cited by
- 8
- References
- 58
- Citations by year
- 2023: 1 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 1
- FWCI
- 13.41
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- TESL Canada Journal (publishedVersion)
- Funders
- Ministère de l'Éducation, du Loisir et du Sport Québec
- Concordia University
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- task-based language learning, simple past tense, French-speaking learners, English as a second language, task design, target language use
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