Pushed Output and Noticing in a Dictogloss: Task Implementation in the CLIL Classroom

Abstract

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