| dc.contributor.author | Pawlak, Mirosław | |
| dc.date.accessioned | 2015-12-17T10:48:14Z | |
| dc.date.available | 2015-12-17T10:48:14Z | |
| dc.date.issued | 2011 | |
| dc.identifier.citation | M. Pawlak, Text reconstruction activities and teaching language forms, [in:] FLOW. Foreign Language Opportunities in Writing, eds. J. Majer, Ł. Salski, Łódź University Press, Łódź 2011, p. 21–40. | pl_PL |
| dc.identifier.isbn | 978-83-7525-564-5 | |
| dc.identifier.uri | http://hdl.handle.net/11089/15694 | |
| dc.description.abstract | Even though there is a broad consensus that teaching language forms is facilitative or even necessary in some contexts, there are still disagreements concerning, among other things, how formal aspects of the target language should be taught. One important area of controversy is whether pedagogic intervention should be input-oriented, emphasizing comprehension of the form- meaning mappings represented by specific linguistic features or output-based, requiring learners to produce these features accurately in gradually more communicative activities. The present paper focuses on the latter of these two options and, basing on the claims of Swain‘s (1985, 1995) output hypothesis, it aims to demonstrates how text-reconstruction activities in which learners collaboratively produce written output trigger noticing, hypothesis-testing and metalinguistic reflection on language use. It presents a psycholinguistic and sociolinguistic rationale for the use of such tasks, discusses the types of such activities, provides an overview of research projects investigating their application and, finally, offers a set of implications for classroom use as well as suggestions for further research in this area. | pl_PL |
| dc.language.iso | en | pl_PL |
| dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | pl_PL |
| dc.relation.ispartof | “FLOW. Foreign Language Opportunities in Writing”, eds. J. Majer, Ł. Salski, Łódź University Press, Łódź 2011; | |
| dc.title | Text reconstruction activities and teaching language forms | pl_PL |
| dc.type | Book chapter | pl_PL |
| dc.rights.holder | © Copyright by Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2011 | pl_PL |
| dc.page.number | [21]-40 | pl_PL |
| dc.contributor.authorAffiliation | Adam Mickiewicz University, Kalisz. | pl_PL |
| dc.contributor.authorBiographicalnote | Professor Mirosław Pawlak received his doctoral and postdoctoral degrees from Adam Mickiewicz University in 1999 and 2006, respectively. He is now Head of the Department of English Studies at the Faculty of Pedagogy and Fine Arts in Kalisz of Adam Mickiewicz University, Poznań, Poland, and Head of the Institute of Modern Languages of the State School of Higher Professional Education in Konin, Poland. His main areas of interest are SLA theory and research, form-focused instruction, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching. His recent publications include “The place of form-focused instruction in the foreign language classroom” (2006, Kalisz–Poznań: Adam Mickiewicz University Press) and several edited collections on learner autonomy, language policies of the Council of Europe, form-focused instruction and individual learner differences. | pl_PL |
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