A comparison of CLIL and EFL learners: 2. Language-related episodes during collaborative tasks

Basterrechea, María; García Mayo, María del Pilar

doi:10.1075/lllt.34.05ch2

In:Second Language Interaction in Diverse Educational Contexts
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 25–44

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2. Language-related episodes during collaborative tasks

A comparison of CLIL and EFL learners

María Basterrechea | University of the Basque Country (UPV | EHU)

María del Pilar García Mayo | University of the Basque Country (UPV | EHU)

Published online: 28 February 2013

https://doi.org/10.1075/lllt.34.05ch2

Recent research in different educational settings has provided support for the use of collaborative tasks in which learners consciously reflect on their own language (i.e., produce language-related episodes or LREs). However, little is known about whether learners in content-and-language-integrated-learning (CLIL) programs pay attention to formal aspects of language and whether that has an impact on their written production. This study investigates the effect of collaborative work on production of the present tense marker –s by eighty-one English-as-a-foreign-language (EFL) and CLIL adolescent learners during a dictogloss task. Results showed that CLIL learners produced more LREs than EFL learners and that there was a positive correlation between the number of LREs involving the target form and the learners’ written text reconstructions.

Cited by (48)

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This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.