Abstract
Our study is of the collaborative output of students engaged in dictogloss task in a KFL context. Our key aims was to investigate the effect of focus of form work on task output processes. The main focus of this paper, however, makes clear whether modeling of metatalk by the teacher influences student`s use of metatalk. We also discuss the role of collaborative output in L2 development, particularly the use of metatalk. This study refined the framework of Language Related Episodes(LREs), and produced our taxonomy of episodes. This study suggested that demonstration of the metatalk that included the explicit statement of rules and the use of metalinguistic terminology succeeded to a greater extent in capturing students attention and focusing it their own language use. (Konkuk University)
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