Abstract
This study investigates the role of output tasks in noticing a certain target form upon receiving subsequent input. Sixteen adolescent learners from an intact CLIL classroom carried out a multi-stage dictogloss task collaboratively and individually. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then they listened to the text once again and compared it with their production. The study revealed that (a) pushed output affects noticing in subsequent input and provides learners the opportunity to notice formal aspects of language and (b) pairs working in collaboration did not obtain better results
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