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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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0% found this document useful (0 votes)
134 views11 pages

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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glenn
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© © All Rights Reserved
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FOCUS ON

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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