Task Outcomes: A Focus on Immersion Students' Use of Pronominal Verbs in Their Writing

Authors

  • Sharon Lapkin
  • Merrill Swain

Abstract

Grade eight French immersion students worked in pairs to complete one of two tasks (jigsaw or dictogloss) based on the same story, both involving the production of a written narrative. Before completing one of these tasks requiring them to reconstruct and write a story, either from visual (jigsaw task) or from auditory (dictogloss task) stimuli, two of the four classes viewed a videotaped mini-lesson on pronominal verbs. In this article we examine the learners' use and accuracy of pronominal verbs within each task, comparing the classes that did and did not receive the mini-lesson, and across tasks, comparing the jigsaw and dictogloss classes. We found that the mini-lesson had a significant impact on the students' use of pronominal verbs in their writing.

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Published

2010-04-20

How to Cite

Lapkin, S., & Swain, M. (2010). Task Outcomes: A Focus on Immersion Students’ Use of Pronominal Verbs in Their Writing. Canadian Journal of Applied Linguistics, 3(1-2), 7–22. Retrieved from https://journals.lib.unb.ca/index.php/CJAL/article/view/19821

Issue

Vol. 3 No. 1-2 (2000):

Section

Articles

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