This sounds like a really interesting case study, Karin. This morning I
came across a journal article that might shed some more light on your
problem. Platt, E and Brooks, F.B. (2002), Task Engagement: A Turning Point
in Foreign Language Development, Language Learning, 52:2 pp 365-400. Among
other things, the way that the students constructed the communicative
strategies required to gain control of the problem-solving task, mediating
by means of gesture, L1 and other known languages as well as the L2 are
discussed. They argue that higher mental processes have been activated as
the students gradually become engaged in the task, particularly volitional
(effort) and selective attention.
If you can't get hold of it, I can zip you a copy (sshh!)
Phil
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