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This paper has selected three specific types of writing tasks to compare: a descriptive composition, an editing task, and a text reconstruction and will attempt to analyze how much learners’ ‘focus on form’ differentiated. The research questions addressed in this study are as follows; Of the three types, when the pair of learners performs the writing tasks, which task takes more ‘focus on form’?, When a dyad of learners performs the writing task, between lexis, grammar, and spelling, which task takes more focus on form?, When the dyad of learners solves a linguistic problem is it Interactive? Non-interactive?Between lexis, grammar, and spelling, ‘editing task’ had the highest ‘focus on form’ and among that it was shown that 76.67% was attached to the importance of grammar. On the other hand, ‘descriptive composition’ had the most ‘focus on form’ on lexis. Furthermore, the dyad of learners showed an interactive attitude when solving problems in all three types of tasks. The learners in this research confirmed that accuracy can be improved through interaction by showing the ‘focus on form’ that arises in the middle of performing writing tasks.