Examines a subset of collaborative dialogues that occurred in a a multistage task where Canadian Grade 7 French immersion students worked together in pairs. Each pair wrote a story, noticed differences between their text and a reformulator's revision, and reflected on their noticing. Traces development of the target language (French), with specific reference to pronominal verbs, from the learners' first collaborative draft to their posttests. (Author/VWL)