Collaborative output tasks like reconstruction cloze tasks, text editing tasks, and jigsaw puzzles require students to work together to reconstruct texts. Studies show these tasks promote attention to grammar and language development when students co-construct meaning. By collaborating on tasks that are segmented or have missing words, students have opportunities to improve their linguistic and problem-solving skills.
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Focus On Grammar Through Collaborative Output
Collaborative output tasks like reconstruction cloze tasks, text editing tasks, and jigsaw puzzles require students to work together to reconstruct texts. Studies show these tasks promote attention to grammar and language development when students co-construct meaning. By collaborating on tasks that are segmented or have missing words, students have opportunities to improve their linguistic and problem-solving skills.
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GRAMMAR THROUGH COLLABORATIVE OUTPUT TASK BY: RHEA S. VILLALUZ
Continuation to Sir Albe
RECONSTRUCTION CLOZE TASK Collaborative output tasks can also be designed in the form of reconstruction cloze tasks. A reconstruction cloze task is similar to a dictogloss in many respects. However, it differs from it in that during the reconstruction phase, learners receive a cloze version of the original text. In the cloze version, certain linguistic forms that are identified by the teacher as the focus of the task can be removed from the text. Thus, the task involves two versions of a text: an original version, which is read to students, and a cloze version. Students are then asked to reconstruct the text and also supply the missing items in the cloze version. The advantage of a cloze reconstruction task is that it requires students to reproduce specific target structures. EXPLANATION From the word “reconstruction” itself, it means the action or process of reconstructing. This type of collaborative output tasks requires students to learn the lesson as they carefully listen for meaning and jot down notes related to the content while the teacher reads the original version at a normal pace. The students will be given a copy of the cloze version of the text where they have to supply words or phrases which have been systematically deleted from a text. Students will be asked to work in pairs to reconstruct the text and also to supply the missing words or phrases as correctly and as closely as possible to the original text. The students then can compare their reconstructed text with the original text and discuss the differences. TEXT-EDITING TASKS Another way of pushing learners to produce certain target items accurately is by using text- editing tasks. Text editing requires students to correct a text in order to improve its accuracy and expression of content. This task can be used either individually or collaboratively. However, when conducted collaboratively, the task has been shown to generate more attention to form and to promote the learning of targeted items more effectively (Nassaji & Tian, 2010; Storch, 2007) EXPLANATION Text-editing is the ability to change text by adding, deleting and rearranging letters, words, sentences and paragraphs. In this task, the teacher can read a text that contains instances of certain target forms and ask students to listen for comprehension. The teacher gives learners a version of the task that contains errors. Learners are asked to edit the text collaboratively by making any changes they feel are needed in order to make the text as grammatically accurate as possible. COLLABORATIVE OUTPUT JIGSAW TASKS • Collaborative output can also be designed in the form of jigsaw tasks. Jigsaw tasks are a kind of two way information gap task in which students hold different portions of the information related to a task. Students should then share and exchange the different pieces of information to complete the task. • Collaborative jigsaw tasks are often designed in the form of segmented texts that students have to put together to create the original text. Pica, Kang, and EXPLANATION The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. Basically, this is what we do in jigsaw task. For jigsaw task to be an effective output task, it should also be able to push learners to reproduce a particular linguistic target embedded in the tasks. EFFECTIVENESS OF COLLABORATIVE OUTPUT TASKS • A number of studies have investigated the use and effectiveness of different types of collaborative output tasks, including dictogloss, jigsaw, and other text-reconstruction tasks. In general, these studies have shown positive effects for promoting attention to form and L2 development. • The focus was on how co-construction of meaning while doing the tasks promoted noticing aspects of the target language grammar. • Overall, the results of studies on collaborative output tasks have shown positive effects for task performance on learner grammatical accuracy. They have shown that through collaborative output, learners have opportunities not only to co-construct their meaning, but also to develop their linguistic and problem-solving skills. EXPLANATION Collaborative activities are most often based on four principles: 1. The learner or student is the primary focus of instruction. 2. Interaction and "doing" are of primary importance 3. Working in groups is an important mode of learning. 4. Structured approaches to developing solutions to real-world problems should be incorporated into learning. Collaborative learning can occur peer-to-peer or in larger groups. The benefits of collaborative learning include: • Development of higher-level thinking, oral communication, self- management, and leadership skills. • Promotion of student-faculty interaction. • Increase in student retention, self-esteem, and responsibility. • Exposure to and an increase in understanding of diverse perspectives. • Preparation for real life social and employment situations. https://www.cte.cornell.edu/teaching-ideas/engaging- students/collaborative-learning.html CONCLUSION • It can be concluded that collaborative output tasks such as dictogloss or output jigsaw tasks enable learners to produce output and also provide opportunities scaffolding and feedback. They are also able to promote negotiation of form and enhance students’ grammar skills. Thus, they can be considered as useful pedagogical tasks to be used in L2 classroom.
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