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Reformulation: the cognitive conflict and L2 learning it generates
Author(s) -
TocalliBeller Agustina,
Swain Merrill
Publication year - 2005
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/j.1473-4192.2005.00078.x
Subject(s) - notice , recall , psychology , cognition , test (biology) , task (project management) , cognitive psychology , mathematics education , social psychology , political science , paleontology , management , neuroscience , law , economics , biology
This paper provides evidence of the role of cognitive conflict in the process of learning a second language. Twelve grade 7 French immersion students participated in a multi‐stage task that provided them with the opportunity to discuss the reformulation of a text they had written. Through a pre‐test and post‐test design, it is demonstrated that the reformulation of the students’ own writing, an opportunity to notice the changes, and a subsequent stimulated recall provided opportunities for learning: they presented the students with cognitive conflicts that prompted the students to articulate differences between the two texts and discuss the reformulation. The students were also interviewed, which provided insights into their own learning experiences.