Cover not available
Article published In:
Sociocognitive Approaches to Second Language Pedagogy
Edited by Bronwen Patricia Dyson
[Australian Review of Applied Linguistics 33:3] 2010
► pp. 28.1–28.25

Rehearsing, conversing, working it out

Second language use in peer interaction

| Education Department of Western Australia
| University of Auckland
| Edith Cowan University

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 1 January 2010
DOI logo
https://doi.org/10.2104/aral1028
References
Alegría de la Colina, Ana; García Mayo, María del Pilar
(2009) Oral interaction in task-based EFL learning: the use of the L1 as a cognitive tool. International Review of Applied Linguistics in Language Teaching, 47(3–4), 325–346. DOI logoGoogle Scholar
Antón, Marta; DiCamilla, Frederick
(1998) Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54(3), 314–342. DOI logoGoogle Scholar
Batstone, Rob
(2010) Issues and options in sociocognition. In R. Batstone, (Ed.), Sociocognitive perspectives on language use and language learning (pp. 3–23). Oxford: Oxford University Press.Google Scholar
Blanco-Iglesias, Susana; Broner, Joaquina; Tarone, Elaine
(1995) Observations of language use in Spanish immersion classroom interactions. In L. Eubank; L. Selinker; M. (Eds.), The current state of interlanguage: studies in honor of William E. Rutherford (pp. 241–254). Philadelphia PA: John Benjamins North America. DOI logoGoogle Scholar
Brooks, Frank; Donato, Richard; McGlone, Victor
(1997) When are they going to say “it” right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30(4), 524–541. DOI logoGoogle Scholar
Carr, Jimmy
(2005) More thoughts on the usefulness of tasks in the multi-level language classroom. Babel, 39(3), 31–38.Google Scholar
Cekaite, Asta
(2008) Developing conversational skills in a second language. Language learning affordances in a multiparty classroom setting (pp. 105–1290). In J. Philp, R. Oliver and A. Mackey. (Eds.), Second language acquisition and the younger learner. Child’s play?. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Chapman, Michael; McBride, Michelle L.
(1992) The education of reason: cognitive conflict and its role in intellectual development. In C. U. Shantz; W. W. Hartup, (Eds.), Conflict in child and adolescent development (pp. 36–69). Cambridge: Cambridge University Press.Google Scholar
Cook, Vivian
(2001) Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402–423. DOI logoGoogle Scholar
Day, Elaine Mellen
(2002) Identity and the young English language learner. Clevedon: Multilingual Matters. DOI logoGoogle Scholar
DeKeyser, Robert M.
(1998) Beyond focus on form: cognitive perspectives on learning and practicing second language grammar. In C. Doughty and J. Williams. (Eds.), Focus on form in classroom second language acquisition (pp. 42–62). Cambridge: Cambridge University Press.Google Scholar
(2007) Practice in a second language. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Department of Education and Training
(2003) Student achievement in languages other than English (LOTE) in Western Australian government schools 2001 report. Perth, Western Australia: DET.Google Scholar
Ellis, Nick
(2007) The weak interface, consciousness, and form-focused instruction: mind the doors (pp. 17–34). In S. Fotos; H. Nassaji, (Eds.), Form focused instruction and teacher education. Oxford: Oxford University Press.Google Scholar
Ellis, Rod
(2001) Investigating form-focused instruction. In R. Ellis. (Ed.). Form-focused instruction and second language learning (pp. 1–46). Malden, MA: Blackwell Publishers.Google Scholar
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
Erlam, Rosemary; Sakui, Keiko; Ellis, Rod
(2006) Instructed second language acquisition: case studies. Wellington: Ministry of Education.Google Scholar
Firth, Alan; Wagner, Johannes
(1997) On discourse, communication, and (some) fundamental concepts in second language acquisition research. Modern Language Journal, 81(3), 285–300. DOI logoGoogle Scholar
Garrett, Peter; Shortall, Terry
(2002) Learners’ evaluation of teacher-fronted and student-centred classroom activities. Language Teaching Research, 61, 25–57. DOI logoGoogle Scholar
Gass, Susan
(2003) Input and interaction. In C. Doughty; M. Long. (Eds.), The handbook of second language acquisition (pp. 224–255). Malden, MA: Blackwell Publishing. DOI logoGoogle Scholar
Kowal, Maria; Swain, Merrill
(1994) Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3(2), 73–93. DOI logoGoogle Scholar
Kuiken, Folkert; Vedder, Ineke
(2002) The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research, 37(3–4), 343–358. DOI logoGoogle Scholar
Liebscher, Grit; Dailey-O’Cain, Jennifer
(2005) Learner code-switching in the content-based foreign language classroom. The Modern Language Journal, 89(2), 234–247. DOI logoGoogle Scholar
Macaro, Ernesto
(2001) Analysing student teachers’ codeswitching in foreign language classrooms: theories and decision making. The Modern Language Journal, 85(4), 531–548. DOI logoGoogle Scholar
Mackey, Alison
(2006) Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405–430. DOI logoGoogle Scholar
Mackey, Alison; Goo, Jaemyung
(2007) Interaction in SLA: a research synthesis and meta-analysis. In A. Mackey. (Ed.), Conversational interaction in second language acquisition: a collection of empirical studies (pp. 407–452). Oxford: Oxford University Press.Google Scholar
Mitchell, Rosamond; Martin, Cynthia
(1997) Rote learning, creativity and ‘understanding’ in classroom foreign language teaching. Language Teaching Research, 1(1), 1–27. DOI logoGoogle Scholar
Mori, Junko
(2004) Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal, 88(4), 536–550. DOI logoGoogle Scholar
Myles, Florence; Hooper, Janet; Mitchell, Rosamond
(1998) Rote or rule? Exploring the role of formulaic language in classroom foreign language learning. Language Learning, 481, 323–363. DOI logoGoogle Scholar
Myles, Florence; Mitchell, Rosamond; Hooper, Janet
(1999) Interrogative chunks in French L2: a basis for creative construction. Studies in Second Language Acquisition, 211, 49–80. DOI logoGoogle Scholar
Ohta, Amy
(2001) Second language acquisition processes in the classroom: learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Oliver, Rhond
a(1998) Negotiation of meaning in Child interactions. The relationship between conversational interaction and second language acquisition. Modern Language Journal, 82(3), 372–386. DOI logoGoogle Scholar
Oliver, Rhonda
(2000) Age differences in negotiation and feedback in classroom and pair work. Language Learning, 50(1), 119–150. DOI logoGoogle Scholar
(2002) The patterns of negotiation for meaning in child interactions. Modern Language Journal, 86(1), 97–111. DOI logoGoogle Scholar
Oliver, Rhonda; Duchesne, Susan; Philp, Jenefer
(2009) Children’s engagement in dyadic task based interaction: how does age make a difference? Paper presented at the Task Based Language Teaching Conference (TBLT), University of Lancaster, UK.
Oliver, Rhonda; Philp, Jenefer; Mackey, Alison
(2008) The impact of teacher input, guidance and feedback on ESL children’s task-based interactions. In J. Philp, R. Oliver and A. Mackey. (Eds.), Second language acquisition and the younger learner. Child’s play? (pp. 131–147). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Perera, Shibata
(2001) The role of prefabricated language in young children’s second language acquisition. Bilingual Research Journal, 25(3), 327–356. DOI logoGoogle Scholar
Philp, Jenefer; Duchesne, Susan
(2008) When the gate opens: the interaction between social and linguistic goals in child second language development. In J. Philp, R. Oliver and A. Mackey. (Eds.), Second language acquisition and the younger learner. Child’s play? (pp. 83–104). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Philp, Jenefer; Tognini, Rita
(2009) Language acquisition in foreign language contexts and the differential benefits of interaction. International Review of Applied Linguistics, 471, 245–266. DOI logoGoogle Scholar
Pica, Teresa; Kanagy, Ruth; Falodun, Joseph
(1993) Choosing and using communication tasks for second language instruction and research. In G. Crookes and S. Gass. (Eds.), Tasks and language learning: integrating theory and practice (pp. 9–34). Avon: Multilingual Matters Ltd.Google Scholar
Platt, Elizabeth; Brooks, Frank
(1994) The “acquisition-rich environment” revisited. The Modern Language Journal, 78(4), 497–511.Google Scholar
Silver, Rita Elaine
(2000) Input, output, and negotiation: conditions for second language development. In B. Swierzbin; F. Morris; M. Anderson; C. Klee and E. Tarone, (Eds.), Social and cognitive factors in second language acquisition: selected proceedings of the 1999 second language research forum (pp. 345–371). Somerville, MA: Cascadilla Press.Google Scholar
Swain, Merrill
(2000) The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In J. P. Lantolf, (Ed.). Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.Google Scholar
Swain, Merrill; Lapkin, Sharon
(1998) Interaction and second language learning: two adolescent French immersion students working together. Modern Language Journal 82(3), 320–337. DOI logoGoogle Scholar
(2000) Task-based second language learning: the uses of first language. Language Teaching Research, 41, 251–273. DOI logoGoogle Scholar
(2002) Talking it through: two French immersion learners’ response to reformulation. International Journal of Educational Research, 371, 285–304. DOI logoGoogle Scholar
Tarone, Elaine; Swain, Merrill
(1995) A sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 791, 166–178. DOI logoGoogle Scholar
Tognini, Rita
(2008) Interaction in languages other than English classes in Western Australian primary and secondary schools: theory, practice and perceptions. Doctoral dissertation, Edith Cowan University, Perth, Western Australia.Google Scholar
Vygotsky, Lev
(1978) Mind in society. Cambridge, MA: MIT Press.Google Scholar
Wells, Gordon
(1999) Using L1 to master L2: a response to Anton and DiCamilla’s “Socio-cognitive functions of L1 collaborative interaction in the L2 classroom”. The Modern Language Journal, 83(2), 248–254. DOI logoGoogle Scholar
Willett, Jerri
(1995) Becoming first graders in an L2: an ethnographic study of L2 socialisation. TESOL Quarterly, 29(3), 473–503. DOI logoGoogle Scholar
Williams, Jessica
(1999) Learner-generated attention to form. Language Learning, 49(4), 583–625. DOI logoGoogle Scholar
Wong-Fillmore, Lily
(1976) The second time around: cognitive and social strategies in second language acquisition (Unpublished doctoral dissertation). Stanford University, California, United States.Google Scholar
Wray, Alison
(2002) Formulaic language and the lexicon. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Cited by

Cited by 10 other publications

Bédard, Vincent, Véronique Fortier & Suzie Beaulieu
2022. L’engagement dans la tâche en classe de langue seconde : un cadre d’observation pour rendre compte du processus d’apprentissage. La Revue de l’AQEFLS: Revue de l’Association québécoise des enseignants de français langue seconde 35:1 DOI logo
Collins, Laura & Joanna White
2019. Chapter 2. Observing language-related episodes in intact classrooms. In Doing SLA Research with Implications for the Classroom [Language Learning & Language Teaching, 52], ► pp. 9 ff. DOI logo
Edstrom, Anne
2013. Preparing an L2 Role-play: How Students Manage L2 Deficits. The Canadian Modern Language Review 69:3 ► pp. 274 ff. DOI logo
Erlam, Rosemary & Malcom Pimentel-Hellier
2017. Opportunities to attend to language form in the adolescent near-beginner foreign language classroom. Language Awareness 26:2 ► pp. 59 ff. DOI logo
King, Kendall A., Martha Bigelow & Abdiasis Hirsi
2017. New to School and New to Print: Everyday Peer Interaction Among Adolescent High School Newcomers. International Multilingual Research Journal 11:3 ► pp. 137 ff. DOI logo
Oliver, Rhonda
2018. Negative Versus Positive Evidence. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff. DOI logo
Oliver, Rhonda, Honglin Chen & Stephen Moore
2016. Review of selected research in applied linguistics published in Australia (2008–2014). Language Teaching 49:4 ► pp. 513 ff. DOI logo
Oliver, Rhonda, Jenefer Philp & Susan Duchesne
2017. Children working it out together: A comparison of younger and older learners collaborating in task based interaction. System 69 ► pp. 1 ff. DOI logo
Philp, Jenefer & Noriko Iwashita
2013. Talking, tuning in and noticing: exploring the benefits of output in task-based peer interaction. Language Awareness 22:4 ► pp. 353 ff. DOI logo
Philp, Jenefer, Susan Walter & Helen Basturkmen
2010. Peer interaction in the foreign language classroom: what factors foster a focus on form?. Language Awareness 19:4 ► pp. 261 ff. DOI logo

This list is based on CrossRef data as of 16 january 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.