"Information Gap" Tasks: Do They Facilitate Second Language Acquisition?  

Oleh:

Pica, Teresa ; Doughty, Catherine J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 20 no. 2 (Jun. 1986), page 305-325.
Fulltext: vol 20 no.2 pp.305-325.pdf (607.35KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/20 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

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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