"Information Gap" Tasks: Do They Facilitate Second Language Acquisition?
Abstract
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task with a requirement for information exchange is crucial to the generation of conversational modification of classroom interaction. This finding is significant in light of current theory, which argues that conversational modification occurring during interaction is instrumental in second language acquisition. Furthermore, the finding that group and dyad interaction patterns produced more modification than did the teacher-fronted situation suggests that participation pattern as well as task type have an effect on the conversational modification of interaction.
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Apart from interlocutor characteristics, there are numerous task features that may impact interaction.
“Apart from interlocutor characteristics, there are numerous task features that may impact interaction (e.g.Doughty & Pica 1986;Robinson 2001;Pica 2005;Keck et al. 2006;Pica, Kang & Sauro 2006;Kim 2008;Tavakoli & Foster 2008;Jenks 2009;Kormos & Trebits 2012).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Doughty & Pica 1986
The ways in which information is distributed among learners, and the ways in which they must exchange information can impact learner interaction.
“The ways in which information is distributed among learners, and the ways in which they must exchange information can impact learner interaction (Doughty & Pica 1986;Foster & Skehan 1996;Ellis 2003;Pica et al. 2006;Gilabert, Barón & Llanes 2009).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Doughty & Pica 1986
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- Authors
- Doughty, C., & Pica, T.
- Affiliations
- University of Pennsylvania (US)
- ORCID
- Doughty, Catherine
- Venue
- TESOL Quarterly
- Publisher
- JSTOR
- Published
- 1986-06
- Volume
- 20
- Issue
- 2
- Pages
- 305
- ISSN
- 0039-8322 (ISSN-L)
- OpenAlex
- W2031796137
- Cited by
- 498
- References
- 12
- Citations by year
- 2026: 8 · 2025: 5 · 2024: 8 · 2023: 9 · 2022: 13 · 2021: 53 · 2020: 31 · 2019: 22 · 2018: 17 · 2017: 16 · 2016: 22 · 2015: 12 · 2014: 13 · 2013: 18 · 2012: 17
- FWCI
- 41.01
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TESOL Quarterly (publishedVersion)
- Funders
- University of Pennsylvania
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- information-gap tasks, second language acquisition, classroom interaction, task type, participation patterns, small group interaction, dyadic interaction
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