In ongoing analyses of grade 8 French immersion classroom language data, we continue to explore the effects of task choice on occasions for second language learning. Working in pairs, students wrote a short narrative based either on a jigsaw task or a dictogloss under two conditions, with or without a mini-lesson on French reflexive verbs. Differences in the frequency and accuracy of French reflexive verbs in the written stories of the four groups will be described.
Sharon Lapkin is a professor in the OISE/UT Modern Language Centre and co-edits the Canadian Modern Language Review.