Peer interaction and second language learning : pedagogical potential and research agenda /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores principales: Sato, Masatoshi, 1980- (Autor), Ballinger, Susan Gail (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
Colección:Language learning and language teaching ; v. 45.
Temas:
Language and languages > Study and teaching.
Second language acquisition > Study and teaching.
Second language acquisition > Research.
Interaction analysis in education > Research.
Interlanguage (Language learning) > Research.
Langage et langues > Étude et enseignement.
Langue seconde > Acquisition > Étude et enseignement.
Langue seconde > Acquisition > Recherche.
Interaction en éducation > Recherche.
Interlangue (Apprentissage des langues) > Recherche.
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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 forlanguageattrition
  • 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 andtakerisksusinglanguage
  • 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.

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