In this chapter we examine children’s interaction during authentic lessons involving tasks in L2 classrooms, comparing the effects of teacher guidance for 5–7 year olds (n = 22) and 11–12 year olds (n = 20). Three experimental conditions representing a continuum of teacher guidance were examined: task instructions alone, task instructions with examples, and task instructions followed by on-task guidance and feedback. In all conditions, regardless of age, children interacted in ways deemed facilitative of language learning, although older children seemed to benefit most from on-task guidance. We discuss these findings in terms of the potential benefits of tasks for L2 production and interaction in children’s ESL classrooms, as well as the under-researched but important role of the teacher’s input and guidance.
Cheatham, Gregory A., Margarita Jimenez-Silva & Hyejin Park
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Hidalgo, Maria Angeles
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Mifka‐Profozic, Nadia, Jennifer Behney, Susan M. Gass, Marijana Macis, Gaia Chiuchiù & Giulia Bovolenta
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Minas, Edith Christina
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Oliver, Rhonda & Rebecca Adams
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Park, Hyejin, Gregory A. Cheatham & Margarita Jimenez-Silva
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Philp, Jenefer & Susan Duchesne
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Roothooft, Hanne
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Sherris, Arieh (Ari)
2011. Teddy the T‐Rex, interaction and spontaneous formative second language assessment and treatment. Classroom Discourse 2:1 ► pp. 58 ff.
Tognini, Rita, Jenefer Philp & Rhonda Oliver
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Tognini, Rita, Jenefer Philp & Rhonda Oliver
2010. Rehearsing, conversing, working it out. Australian Review of Applied Linguistics 33:3 ► pp. 28.1 ff.
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