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To date, the majority of task-based instructed second language acquisition studies have investigated the effects of tasks on second language morphosyntactic development, and little attention has been paid to the effectiveness of dialogic tasks on the learning of pragmatics in classroom contexts (Plonsky, L. &amp; Y. Kim. 2016. Task-based learner production: A substantive and methodological review.  Annual Review of Applied Linguistics  36. 73–97). The present study is a partial replication study of Taguchi and Kim (2016. Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making.  Applied Linguistics  37. 416–437) and aims to compare learning outcomes between collaborative and individual task groups while written corrective feedback is provided.

Learning Korean honorifics through individual and collaborative writing tasks and written corrective feedback