Overview

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.

Full Product Details

Author:   Masatoshi Sato (Universidad Andres Bello) ,  Susan Ballinger (McGill University)
Publisher:   John Benjamins Publishing Co
Imprint:   John Benjamins Publishing Co
Volume:   45
Weight:   0.850kg
ISBN:  

9789027213327

ISBN 10:   9027213321
Pages:   399
Publication Date:   10 March 2016
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

1. Introduction; 2. Understanding peer interaction: Research synthesis and directions (by Sato, Masatoshi); 3. Section I: Interactional patterns and learner characteristics; 4. 1. Peer interaction and learning: A focus on the silent learner (by Dobao, Ana Fernandez); 5. 2. Peer interaction and metacognitive instruction in the EFL classroom (by Fujii, Akiko); 6. 3. Interaction or collaboration? Group dynamics in the foreign language classroom (by Sato, Masatoshi); 7. 4. Interactional behaviours of low-proficiency learners in small group work (by Choi, Hyunsik); 8. 5. Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? (by Young, Amy I.); 9. Section II: Tasks and interactional modalities; 10. 6. Peer interaction in F2F and CMC contexts (by Loewen, Shawn); 11. 7. Thai EFL learners' interaction during collaborative writing tasks and its relationship to text quality (by McDonough, Kim); 12. 8. Engagement with the language: How examining learners' affective and social engagement explains successful learner-generated attention to form (by Baralt, Melissa); 13. 9. EFL task-based interaction: Does task modality impact on language-related episodes? (by Garcia Mayo, Maria del Pilar); 14. 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts (by Rouhshad, Amir); 15. 11. Small-group meta-analytic talk and Spanish L2 development (by Moranski, Kara); 16. Section III: Learning settings; 17. 12. How adolescents use social discourse to open space for language learning during peer interactions (by Martin-Beltran, Melinda); 18. 13. Peer interaction while learning to read in a new language (by Bigelow, Martha); 19. Epilogue; 20. New pathways in researching interaction (by Philp, Jenefer); 21. Index

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