%0 Journal Article
%T The Use of Models as a Form of Written Feedback to Secondary School Pupils of English
%A Noelia Mart赤nez Esteban
%A Julio Roca de Larios
%J International Journal of English Studies (IJES)
%D 2010
%I Universidad de Murcia
%R 10.6018/ijes.10.2.119241
%X El objetivo de este estudio es investigar la relaci車n entre atenci車n, escritura y feedback durante la redacci車n individual y colaborativa de textos en ingl谷s como lengua extranjera. Los participantes eran alumnos espa oles de ense anza secundaria con nivel de competencia intermedio-bajo que completaron una tarea de redacci車n en tres etapas: escritura de una narraci車n a partir de unos dibujos (Etapa 1), comparaci車n de los textos escritos con dos modelos escritos por hablantes nativos (etapa 2) y revisi車n posterior de los textos originales (etapa 3). Los resultados indican que los estudiantes repararon en errores principalmente de tipo l谷xico durante la escritura de la narraci車n, pero que s車lo pudieron encontrar unas pocas soluciones a esos problemas en los modelos proporcionados. Sin embargo, la comparaci車n con los modelos les permiti車, especialmente a los que trabajaban en colaboraci車n, percatarse de un amplio n迆mero de elementos relacionados con el contenido de los dibujos y los medios ling邦赤sticos utilizados para expresar tales contenidos, as赤 como incorporar un n迆mero razonable de estos elementos en las revisiones posteriores. De acuerdo con estos resultados, se sugieren diversas implicaciones para la docencia y la investigaci車n. The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested.
%K noticing
%K written feedback
%K composing
%K second language writing
%K models
%K collaborative writing
%K second language acquisition
%U http://revistas.um.es/ijes/article/view/119241