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A classroom-based study: insights from a collaborative text reconstruction task
Academic co-ordinator and lecturer in English as a Second Language at the Centre for Communication Skills and ESL, Melbourne University. She teaches writing to graduate and postgraduate students. She is currently doing research towards a PhD in applied linguistics. Her research interests are in the area of grammar instruction to adult second language learners. E-mail: n.storch{at}language.unimelb.edu.au
The current literature on second language pedagogy promotes a return to some form of grammar instruction, and to tasks which ‘push’ learners to produce meaningful texts while paying attention to grammatical accuracy. Yet there seem to be few classroom-based studies which provide descriptive accounts of students' engagement in such tasks. The study reported here investigated how 30 tertiary ESL learners, at intermediate and advanced levels, engaged in a text reconstruction task. Based on Rutherford’s (1987) ‘propositional cluster’, the task required learners to work in groups and reconstruct a text from given content words. The study investigated the type of grammatical items which caused them most concern, and the reasoning they used to arrive at grammatical decisions.
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