Reformulation and reconstruction: tasks that promote 'noticing'  

Oleh:

Thornbury, Scott

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 51 no. 4 (Oct. 1997), page 326-335.
Fulltext: 1997.4.326.full.pdf (568.32KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ELT/51 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

In various guises reformulation and reconstruction tasks have a long tradition in ELT methodology. Since both task types foreground meaning, they fit well into a task-based model of instruction, and because the starting point in both cases is whole texts, their use is consistent with a discourse-oriented view of language. However, their potential for focusing learners' attention on form (that is, noticing both what is present in input and absent in output) has received little attention. This article rehabilitates techniques that exploit both the meaning-driven and form-focused potential of these two task types.

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