Peer Interaction and Second Language Learning
Pedagogical potential and research agenda
1st Edition
Published on 10. March 2016
406 pages
978-90-272-6717-7 (ISBN)
Description
This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners' interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.
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Masatoshi Sato | Susan Ballinger
Peer Interaction and Second Language Learning
Pedagogical potential and research agenda
Book
03/2016
John Benjamins Publishing Co
€123.30
Shipment within 10-15 days
Content
- Intro
- Peer Interaction and Second Language Learning
- Editorial page
- Title page
- LCC data
- Table of contents
- Acknowledgement of reviewers
- Understanding peer interaction: Research synthesis and directions
- Introduction
- Framework of this volume
- Framework of this chapter
- What is unique about peer interaction?
- A distinct type of interaction
- A facilitator of L2 processing
- A context for L2 development
- A versatile pedagogical option
- Theories of peer interaction
- The cognitive perspective
- The sociocultural perspective
- Sociocognitive perspectives
- Mediating variables affecting peer interaction
- Task type
- Proficiency level
- Modality of interaction
- Learner relationships
- Pedagogical interventions
- About this book
- References
- I. Interactional patterns and learner characteristics
- 1. Peer interaction and learning: A focus on the silent learner
- Introduction
- Method
- Participants
- Collaborative writing task
- Vocabulary pretest and posttest
- Procedures
- Data coding and analysis
- Findings
- Jack
- Chris
- David
- Conclusions
- Pedagogical implications
- References
- Appendix A
- Appendix B
- Appendix C
- 2. Peer interaction and metacognitive instruction in the EFL classroom
- Introduction
- Interaction and second language development
- Feedback in peer interaction
- Peer interaction and foreign language contexts
- The learner's role in learning
- Targeted instruction
- The current research
- Method
- Methodological framework
- Participants
- Materials
- Analysis
- Results
- Summary of results
- Discussion
- Metacognitive instruction and learner interaction
- Learner-learner interaction
- Feedback and negotiation
- Limitations
- Conclusion and pedagogical implications
- References
- Appendix A
- 3. Interaction or collaboration? Group dynamics in the foreign language classroom
- Introduction
- Literature review
- Peer corrective feedback and L2 learning
- Collaborative peer interaction and L2 learning
- Proficiency and interactional moves
- Methodology
- Methodological framework
- Chilean EFL context
- Participants
- Intervention
- Data collection and analysis
- Quantitative results
- Corrective feedback and modified output
- Collaborative behaviours
- Qualitative results
- Discussion
- The effect of proficiency on interaction and collaboration
- Interactional moves and collaborative patterns
- Collaborative mindset-interactional moves-L2 learning
- Limitations
- Pedagogical implications
- References
- 4. Interactional behaviours of low-proficiency learners in small group work
- Introduction
- Learner proficiency
- Methodology
- Participants
- Task design
- Methodological framework
- Data collection
- Data analysis
- Findings
- Discussion
- Interlocutors' proficiency levels and LREs
- Learners' perception of group work and interlocutors' proficiency levels
- Peer interaction
- Learners' participation and successful small group work
- Pedagogical implications
- Conclusion
- References
- Appendix A
- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom
- Introduction
- Collaborative dialogue as a scaffold for student learning
- Proficiency levels, peer interaction and CD
- Methodology
- Theoretical/methodological framework
- Setting, data collection, and analysis
- Findings
- Preliminary analysis of status positioning in relation to CD
- Micro discourse analysis
- Hannah in homogeneous group: co-creation of meaning with peer scaffolding
- Hannah in heterogeneous group: positioned as nonparticipant/ silenced through peer feedback
- Anna in homogeneous group: on-going collaborative dialogue
- Anna in heterogeneous group: silenced by being ignored
- Julio in homogeneous group: trajectory of biliterate proficiency
- Julio in heterogeneous group: linguistic bullying and potential for language attrition
- Nadia in homogeneous group: resistance to "expert" positioning
- Nadia in heterogeneous: excessive languaging
- Discussion/implications
- Pedagogical implications: The false promise of heterogeneous grouping
- Limitations
- Conclusion
- References
- Appendix
- II. Tasks and interactional modalities
- 6. Peer interaction in F2F and CMC contexts
- Introduction
- Literature review
- Research questions
- Methods
- Methodological framework
- Participants
- Materials
- Procedure
- Coding
- Analysis
- Results
- LREs/Recasts
- Discussion
- Pedagogical implications
- Conclusions, limitations, and future research
- References
- 7. Thai EFL learners' interaction during collaborative writing and its relationship to text quali
- Literature review
- Method
- Methodological framework
- Participants
- Instructional context
- Materials
- Procedure
- Analysis
- Results
- Discussion
- Pedagogical implications
- Limitations and future research
- References
- Appendix A
- Appendix B
- 8. Engagement with the language: Examining learners' affective and social engagement
- Introduction
- Literature review
- Role of learner-initiated language awareness in interaction and L2 learning
- Researching learner-initiated language awareness during peer interaction
- Task design factors as mediating language awareness
- Task interaction environment as mediating language awareness
- Possible relationships between task complexity and interaction environment
- Summary and justification for current study
- Methodology
- Participants
- Task complexity and target structure
- Materials
- Procedure
- Data sources, coding, and analysis
- Results
- Cognitive engagement
- Affective engagement
- Social engagement
- Results summary
- Discussion
- Cognitive engagement
- Affective engagement
- Social engagement
- Pedagogical implications
- Limitations
- Conclusion
- References
- Appendix
- 9. EFL task-based interaction: Does task modality impact on language-related episodes?
- Introduction
- Interaction and language learning opportunities
- Task modality: Speaking vs. writing tasks
- The study
- Participants
- Materials
- Procedure
- Data analysis and codification
- Results
- Discussion
- Nature of LREs
- Outcome of LREs
- Level of engagement in LREs
- Conclusion and pedagogical implications
- References
- Appendix
- 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts
- Introduction
- Patterns of interaction in collaborative writing
- Attention to language
- The study
- Participants
- Tasks
- Data collection
- Theoretical framework informing data analysis
- Findings
- Discussion
- Pedagogical implications
- References
- 11. Small-group meta-analytic talk and Spanish L2 development
- Introduction
- Literature review
- Social in-group interactional patterns
- Depth of processing and cognitive levels in SLA
- The present study
- Methodological framework
- Methodology
- Participants and instructional context
- PACE lessons and instructional target
- Data gathering and analysis
- Results
- In-group interactional patterns
- Discussion
- Quantitative results
- Qualitative results and interactional patterns
- Pedagogical implications
- Summary
- References
- Appendix
- III. Learning settings
- 12 How adolescents use social discourse to open space for language learning during peer interactions
- Introduction
- Research questions
- Conceptual and methodological framework
- Methods
- Context
- Language ambassador program design
- Data analysis
- Developing an analytical framework for social discourse
- Findings
- Social inquiry builds solidarity and affords opportunities to understand how to use the target langu
- Discursive support creates safe space to ask questions and take risks using language
- Discursive support leads to solidarity and further questions about language
- Conclusions
- Pedagogical implications
- Acknowledgements
- References
- Appendix
- 13. Peer interaction while learning to read in a new language
- Introduction and literature review
- Methodology
- Methodological framework
- Research context
- Participants: Ayan and Aisha
- Data collection and task description
- Data analysis
- Findings
- Participation structure 1 (story pages 1-6)
- Participation structure 2 (story pages 6-11)
- Participation structure 3 (story pages 12-16)
- Participation structure 4 (story pages 17-32)
- Summary of findings
- Discussion
- Conclusion and pedagogical implications
- Acknowledgement
- References
- Appendix 1
- Epilogue: New pathways in researching interaction
- Introduction
- Describing and exploring learning in the context of peer interaction
- Sociocultural approaches
- Cognitive approaches
- Mixed methods approaches
- Social relations and learning through peer interaction
- Engagement in peer interaction
- The role of the teacher in peer interaction
- References
- Index
