In English Discussion Class (EDC) lessons, students are asked to perform certain functions, marked by set phrases, in the service of taking part in topic-based academic discussions.These functions are presented and reviewed by instructors through a variety of techniques, all of which are aimed at raising students' awareness of the purpose and practicalities of using them.The Noticing Hypothesis outlines principles regarding how calling learners' attention to particular forms, within a communicative context, greatly increases the chances that they will acquire them.The focus of this paper is the description of a classroom activity based on this hypothesis that is designed to promote use of EDC target language.The activity, a video dictogloss, comprises a task in which students watch a teacher-created video of a discussion and then work together to reconstruct it in written form.
Schaefer Matthew Y. (Sun,) studied this question.
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