Rastlantısal yapı odaklılık ve iki farklı yeniden yapılandırma aktivitesi

This study derived from the growing body of descriptive research investigating two different types of focus on form tasks requiring the learners to produce output collaboratively. Focus-on-form was firstly introduced by Long (1991; in Long, 2000) as a way to draw learners? attention to linguistic features within primarily meaningful contexts. Concerning the application of focus on form, Swain (1998) suggested collaborative output tasks to fix learners? attention on form by holding overall text-meaning constant. Typical of these tasks are text reconstruction task (Storch, 1998, 2001a, 2001b, 2002, 2008) in which learners collaboratively reconstruct short written texts by using content words given to them and dictogloss task (Kowal and Swain, 1994; Swain, 1998; Swain and Lapkin, 2000-2001) during which the students reconstruct the text the teacher read aloud.The study aimed to compare the effectiveness of two types of collaborative output tasks (dictogloss task and text reconstruction task) on promoting the students? attention to form. The participants were 20 Turkish EFL students in a foreign language class in Eskişehir, Salih Zeki Anatolian High school. The students completed the tasks in pairs (5 pairs in each task group) and their talk was audio-recorded. The transcriptions were coded as language related episodes (LREs). The number, types and the nature (interactive or noninteractive) of LREs the students produced while completing the tasks were analyzed to compare the amount, type and the nature of attention the two tasks generated. The completed tasks were also examined for the accuracy of the linguistic choices reached. The findings revealed that both tasks were effective in promoting the student?s attention to from. While reconstructing the texts, two groups of students paid attention to a variety of grammar-based, meaning-based and orthographic items. However, in both tasks, grammar based episodes took the learners attention more compared to other two categories; meaning based and orthographic episodes did. Lastly, both tasks were found to be effective in facilitating the students? discussion on both form and meaning, and at the end of their discussion, the pairs could correctly resolve a high proportion of the linguistic problems they encountered.