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Article published In:
Research on EFL learning by young children in Spain
Edited by María del Pilar García Mayo
[Language Teaching for Young Learners 3:2] 2021
► pp. 214–245

Language-related episodes by young CLIL learners

A review of task modality effects

| University of the Basque Country UPV/EHU
| University of the Basque Country UPV/EHU
| University of Cantabria
| University of the Basque Country UPV/EHU
Task modality has been found to affect the production, nature and resolution of Language Related Episodes (LREs). However, a substantial number of investigations have been conducted with adult learners (i.e. García Mayo & Azkarai, 2016; Niu, 2009; Payant & Kim, 2019), except for García Mayo and Imaz Agirre (2019) with child learners. Besides, there is a lack of investigations examining the incorporation of LREs in the final output of oral and written tasks. In addition, previous studies have not controlled for either the different levels of accuracy that both task modalities demand as a consequence of their on-line and off-line nature or the opportunity for revising the output equally in both modalities. This paper compiles the findings from various studies conducted with the same cohorts of 5th and 6th primary school learners that have overcome the aforementioned methodological limitations, all of which will make possible a more comprehensive understanding of modality effects in terms of LRE production. In addition, it tackles the relationship between task-modality and variables such as the use of previously known languages, pair dynamics and pairing method (gender, proficiency and self-selection). Likewise, it adds to the scant research on young learners’ attitudes towards the tasks administered.
Keywords: language-related episodes, task modality, use of previously known languages, pair dynamics, pairing method, task motivation
Article outline
  • 1.Introduction
  • 2.Project method
    • 2.1Participants
    • 2.2Instruments
    • 2.3Data codification and analysis
  • 3.Project findings
    • 3.1Task modality and the production of language-related episodes
    • 3.2Task modality and the use of previously known languages
    • 3.3Task modality and its interplay with pairing method
    • 3.4Task modality and its effect on task motivation
  • 4.Conclusions
  • Acknowledgements
  • Notes
  • References
Published online: 27 July 2021
DOI logo
https://doi.org/10.1075/ltyl.20005.mar
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