Abstract
The study aimed to investigate if bottom-up process based dictogloss tasks made any significant differences to the syntactic development of learners’ target language and to discuss what factors contributed to the changes in the length and the complexity of their utterances. The data were collected from a group of three university students who were taking an English course at a large national university in South Korea. The salient interaction patterns were isolated and coded and analyzed using T units. To ensure the trustworthiness of the study, multiple sources of data, such as classroom observations and interviews, were also collected and examined. The T unit analysis revealed that some learners benefitted from dictogloss activities as shown in their increased T units and constant engagement with form, their increase in parsing and processing ability, and their active negotiation of meaning through collaborative dialogue.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
