Show simple item record

dc.contributor.authorPica, Teresa
dc.contributor.authorKang, Hyun-Sook
dc.contributor.authorSauro, Shannon
dc.date.accessioned2021-05-04T16:50:35Z
dc.date.available2021-05-04T16:50:35Z
dc.date.issued2006-04-21
dc.description.abstractThis article describes how information gap tasks can be designed as instruments for data collection and analysis and as treatments in interaction research. The development of such tasks is illustrated and data are presented on their role in drawing learners' attention to second language (L2) forms that are difficult to notice through classroom discussion alone. Because the tasks presented here are closed-ended and precision oriented and require the exchange of uniquely held information, they promote modified interaction among participants and orient their attention to form, function, and meaning. These processes can be observed by the researcher during task implementation. Thus, the tasks reduce researcher dependence on externally applied treatments and analytical instruments not integral to the interaction itself. To illustrate this methodology in use, we report on a study in which six pairs of intermediate-level English L2 learners carried out three types of information gap tasks in their classrooms. They first read passages on familiar topics, whose sentences contained L2 forms that were low in salience and difficult to master but developmentally appropriate. To complete the tasks, the learners were required to identify, recall, and compare the forms, their functions, and their meanings. Data revealed close relationships among learners' attentional processes, their recall of form, function, and meaning, and the interactional processes that supported their efforts.en_US
dc.description.urihttps://repository.upenn.edu/gse_pubs/93/?utm_source=repository.upenn.edu%2Fgse_pubs%2F93&utm_medium=PDF&utm_campaign=PDFCoverPagesen_US
dc.format.extent40 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2cf6h-fm65
dc.identifier.citationPica, T., Kang, H., & Sauro, S. (2006). INFORMATION GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology. Retrieved from https://repository.upenn.edu/gse_pubs/93en_US
dc.identifier.urihttp://dx.doi.org/10.1017/S027226310606013X
dc.identifier.urihttp://hdl.handle.net/11603/21463
dc.language.isoen_USen_US
dc.publisherUniversity of Pennsylnaviaen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectinteraction researchen_US
dc.subjectinformation gap tasksen_US
dc.subjectdata collection and analysisen_US
dc.subjectsecond language (L2) formsen_US
dc.titleInformation Gap Tasks: Their Multiple Roles and Contributions to Interaction Research Methodologyen_US
dc.typeTexten_US


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record