Investigating consciousness-raising tasks: pedagogically targeted and non-targeted learning gains

This study investigates a series of dyadic consciousness‐raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre‐test, post‐test, and delayed post‐test design. In order to...

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Vydané v:	International journal of applied linguistics Ročník 18; číslo 2; s. 119 - 145
Hlavný autor:	Eckerth, Johannes
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Oxford, UK Blackwell Publishing Ltd 01.07.2008
Predmet:	Academic achievement Classroom Communication Classrooms Collaboration Conscience Consciousness consciousness-raising tasks Courts croissance de compétence Delayed Dyads Educational activities Educational Policy Language Tests Learning learning gains learning opportunities Learning Processes Linguistics Metalinguistic Awareness processus d'apprentissage recherche empirique sur les tâches en langue étrangère Scrutiny Second Language Instruction Second language learning tailor-made tests task-based language learning and teaching Tests tests taillés sur mesure pour des apprenants individuels
ISSN:	0802-6106, 1473-4192
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Abstract	This study investigates a series of dyadic consciousness‐raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre‐test, post‐test, and delayed post‐test design. In order to capture the full spectrum of learning opportunities raised during the collaborative completion of the tasks, two test formats were developed: a priori constructed tests that covered those L2 features focused on by the tasks, and a posteriori tests which were based on a retrospective analysis of learners’ task‐based interactions, thus developing Swain's idea of ‘tailor‐made’ tests. In fact, this research not only shows that consciousness‐raising tasks can bring about significant learning gains in L2 explicit knowledge, but further reveals that many such learning opportunities lie outside the explicit linguistic focus of the tasks under scrutiny. La recherche présentée fait l’analyse de certaines tâches de prise de conscience linguistique employées dans l’enseignement de l’allemand langue étrangère pendant une période de plusieurs semaines. L’étude mesure et analyse la croissance de compétence à court et moyen terme à l’aide de pré‐tests, de post‐tests immédiats et de post‐tests retardés. Pour bien saisir les multiples occasions d’apprentissage qui se présentent lors du travail de collaboration des apprenants dans une tâche, deux formes de tests ont été développées. Le premier test a été développéa priori, c.‐à‐d. en tenant compte des problèmes grammaticaux ou autres focalisés par les tâches. Le second test a été développéa posteriori, en se basant sur l’analyse rétrospective des interactions des apprenants. Il reprend et modifie de cette façon le concept du test taillé sur mesure. Les résultats montrent que les tâches de prise de conscience linguistique non seulement sont susceptibles de développer de manière signficative le savoir explicite de l’apprenant, mais qu’ en plus ils fournissent une grande variété d’occasions d’apprentissage en dehors du focus grammatical ou thématique de la tâche.
AbstractList	This study investigates a series of dyadic consciousness‐raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre‐test, post‐test, and delayed post‐test design. In order to capture the full spectrum of learning opportunities raised during the collaborative completion of the tasks, two test formats were developed: a priori constructed tests that covered those L2 features focused on by the tasks, and a posteriori tests which were based on a retrospective analysis of learners’ task‐based interactions, thus developing Swain's idea of ‘tailor‐made’ tests. In fact, this research not only shows that consciousness‐raising tasks can bring about significant learning gains in L2 explicit knowledge, but further reveals that many such learning opportunities lie outside the explicit linguistic focus of the tasks under scrutiny. La recherche présentée fait l’analyse de certaines tâches de prise de conscience linguistique employées dans l’enseignement de l’allemand langue étrangère pendant une période de plusieurs semaines. L’étude mesure et analyse la croissance de compétence à court et moyen terme à l’aide de pré‐tests, de post‐tests immédiats et de post‐tests retardés. Pour bien saisir les multiples occasions d’apprentissage qui se présentent lors du travail de collaboration des apprenants dans une tâche, deux formes de tests ont été développées. Le premier test a été développé a priori , c.‐à‐d. en tenant compte des problèmes grammaticaux ou autres focalisés par les tâches. Le second test a été développé a posteriori , en se basant sur l’analyse rétrospective des interactions des apprenants. Il reprend et modifie de cette façon le concept du test taillé sur mesure. Les résultats montrent que les tâches de prise de conscience linguistique non seulement sont susceptibles de développer de manière signficative le savoir explicite de l’apprenant, mais qu’ en plus ils fournissent une grande variété d’occasions d’apprentissage en dehors du focus grammatical ou thématique de la tâche. This study investigates a series of dyadic consciousness-raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre-test, post-test, and delayed post-test design. In order to capture the full spectrum of learning opportunities raised during the collaborative completion of the tasks, two test formats were developed: a priori constructed tests that covered those L2 features focused on by the tasks, and a posteriori tests which were based on a retrospective analysis of learners' task-based interactions, thus developing Swain's idea of 'tailor-made' tests. In fact, this research not only shows that consciousness-raising tasks can bring about significant learning gains in L2 explicit knowledge, but further reveals that many such learning opportunities lie outside the explicit linguistic focus of the tasks under scrutiny. Adapted from the source document This study investigates a series of dyadic consciousness-raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre-test, post-test, and delayed post-test design. In order to capture the full spectrum of learning opportunities raised during the collaborative completion of the tasks, two test formats were developed: a priori constructed tests that covered those L2 features focused on by the tasks, and a posteriori tests which were based on a retrospective analysis of learners' task-based interactions, thus developing Swain's idea of 'tailor-made' tests. In fact, this research not only shows that consciousness-raising tasks can bring about significant learning gains in L2 explicit knowledge, but further reveals that many such learning opportunities lie outside the explicit linguistic focus of the tasks under scrutiny. [PUBLICATION ABSTRACT] This study investigates a series of dyadic consciousness‐raising tasks which were introduced into an actual L2 classroom over an extended period of time. The investigation seeks to measure learning gains in the short and medium term by a pre‐test, post‐test, and delayed post‐test design. In order to capture the full spectrum of learning opportunities raised during the collaborative completion of the tasks, two test formats were developed: a priori constructed tests that covered those L2 features focused on by the tasks, and a posteriori tests which were based on a retrospective analysis of learners’ task‐based interactions, thus developing Swain's idea of ‘tailor‐made’ tests. In fact, this research not only shows that consciousness‐raising tasks can bring about significant learning gains in L2 explicit knowledge, but further reveals that many such learning opportunities lie outside the explicit linguistic focus of the tasks under scrutiny. La recherche présentée fait l’analyse de certaines tâches de prise de conscience linguistique employées dans l’enseignement de l’allemand langue étrangère pendant une période de plusieurs semaines. L’étude mesure et analyse la croissance de compétence à court et moyen terme à l’aide de pré‐tests, de post‐tests immédiats et de post‐tests retardés. Pour bien saisir les multiples occasions d’apprentissage qui se présentent lors du travail de collaboration des apprenants dans une tâche, deux formes de tests ont été développées. Le premier test a été développéa priori, c.‐à‐d. en tenant compte des problèmes grammaticaux ou autres focalisés par les tâches. Le second test a été développéa posteriori, en se basant sur l’analyse rétrospective des interactions des apprenants. Il reprend et modifie de cette façon le concept du test taillé sur mesure. Les résultats montrent que les tâches de prise de conscience linguistique non seulement sont susceptibles de développer de manière signficative le savoir explicite de l’apprenant, mais qu’ en plus ils fournissent une grande variété d’occasions d’apprentissage en dehors du focus grammatical ou thématique de la tâche.
Author	Eckerth, Johannes
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Snippet	This study investigates a series of dyadic consciousness‐raising tasks which were introduced into an actual L2 classroom over an extended period of time. The... This study investigates a series of dyadic consciousness-raising tasks which were introduced into an actual L2 classroom over an extended period of time. The...
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SubjectTerms	Academic achievement Classroom Communication Classrooms Collaboration Conscience Consciousness consciousness-raising tasks Courts croissance de compétence Delayed Dyads Educational activities Educational Policy Language Tests Learning learning gains learning opportunities Learning Processes Linguistics Metalinguistic Awareness processus d'apprentissage recherche empirique sur les tâches en langue étrangère Scrutiny Second Language Instruction Second language learning tailor-made tests task-based language learning and teaching Tests tests taillés sur mesure pour des apprenants individuels
Title	Investigating consciousness-raising tasks: pedagogically targeted and non-targeted learning gains
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