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Aquest treball examina el paper dels textos model com a tecnica de feedback correctiu amb aprenents d’angles  a l’aula de primaria. Descrivim com per mitja de la interaccio discursiva la mestra aconsegueix dirigir l’atencio dels aprenents cap a les diferencies lexiques, gramaticals i textuals entre una historia model i una versio escrit pels nens. Proposem algunes implicacions de l’us de models per a l’aprenentatge de la L2.

Learning to Write in a Second Language: The Role of Guided Interaction in Promoting Children’s Noticing from Model Texts