대한언어학회 전자저널

Lee, Maya Hyunjeong, Shim, Jaewoo & Lee, Heechul. (2018). The effects of dictogloss tasks on EFL learners syntactic development. The Linguistic Association of Korea Journal, 26(2), 175-197. The study aimed to investigate if bottom-up process based dictogloss tasks made any significant differences to the syntactic development of learners target language and to discuss what factors contributed to the changes in the length and the complexity of their utterances. The data were collected from a group of three university students who were taking an English course at a large national university in South Korea. The salient interaction patterns were isolated and coded and analyzed using T units. To ensure the trustworthiness of the study, multiple sources of data, such as classroom observations and interviews, were also collected and examined. The T unit analysis revealed that some learners benefitted from dictogloss activities as shown in their increased T units and constant engagement with form, their increase in parsing and processing ability, and their active negotiation of meaning through collaborative dialogue.

# Top-down # bottom-up # authentic input # dictogloss # syntactic development

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