Peer Interaction and Second Language Learning

Pedagogical potential and research agenda

Editors
| Universidad Andres Bello
| McGill University
HardboundAvailable
ISBN 9789027213327 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027213334 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027267177 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
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.
[Language Learning & Language Teaching, 45]  2016.  vii, 399 pp.
Publishing status: Available
Table of Contents
Introduction
Understanding peer interaction: Research synthesis and directions
Masatoshi Sato and Susan Ballinger
1–30
Section I: Interactional patterns and learner characteristics
1. Peer interaction and learning: A focus on the silent learner
Ana Fernández-Dobao
33–61
2. Peer interaction and metacognitive instruction in the EFL classroom
Akiko Fujii, Nicole Ziegler and Alison Mackey
63–89
3. Interaction or collaboration? Group dynamics in the foreign language classroom
Masatoshi Sato and Paula Viveros
91–112
4. Interactional behaviours of low-proficiency learners in small group work
Hyunsik Choi and Noriko Iwashita
113–134
5. Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding?
Amy I. Young and Diane J. Tedick
135–160
Section II: Tasks and interactional modalities
6. Peer interaction in F2F and CMC contexts
Shawn Loewen and Dominik Wolff
163–184
7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality
Kim McDonough, William J. Crawford and Jindarat De Vleeschauwer
185–208
8. Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form
Melissa Baralt, Laura Gurzynski-Weiss and YouJin Kim
209–239
9. EFL task-based interaction: Does task modality impact on language-related episodes?
María del Pilar García Mayo and Agurtzane Azkarai
241–266
10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts
Amir Rouhshad and Neomy Storch
267–289
11. Small-group meta-analytic talk and Spanish L2 development
Kara Moranski and Paul D. Toth
291–316
Section III: Learning settings
12. How adolescents use social discourse to open space for language learning during peer interactions
Melinda Martin-Beltrán, Pei-Jie Chen, Natalia Guzman and Kayra Alvarado Merrills
319–348
13. Peer interaction while learning to read in a new language
Martha Bigelow and Kendall A. King
349–375
Epilogue
New pathways in researching interaction
Jenefer Philp
377–395
Index
397–399
“This edited book by Sato and Ballinger makes an important contribution to our understanding of the role of interaction between second language learners during second language learning. The research reported in the chapters is cutting-edge. The collection includes studies of young, adolescent and adult learners of varying proficiency levels and language backgrounds, in a variety of instructional settings, engaging in diverse tasks. Overall, this book points to the critical need to take into account emotional, social and cognitive dimensions in order to explain second language learning resulting from learner interaction. I recommend this book highly for both researchers and practitioners.”
“This book is one of the first, if not the first, volumes dedicated to peer interaction (i.e., interaction between language learners), a specific and distinctive field within the broader field of interaction research. It succeeds rather well in achieving its aim to provide an up-to-date overview. Thoughts are given to organising the chapters into the three sections, each of which addresses a prong in this research. The methodology adopted by the papers, often being the mixed-method approach, is exemplary: quantitative data are capable of providing a global picture of trends and microanalysis

offers the details of happenings during the interactions. The volume is written in clear and succinct language, and is easy to follow for readers with varying levels of experience and knowledge in the field. It certainly deserves strong recommendations, especially to students of Applied Linguistics and Second Language Studies, as well as language teaching professionals interested in peer interaction research, all of whom should find it insightful, informative and useful.”
Cited by

Cited by other publications

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2018.  In Conversation Analysis and Language Alternation [Pragmatics & Beyond New Series, 295], Crossref logo
Ballinger, Susan
2017. Examining Peer Language Use and Investment in a Distinct North American Immersion Context. International Multilingual Research Journal 11:3  pp. 184 ff. Crossref logo
Cloutier, Robert, Nuria Yáñez-Bouza, Radosław Święciński, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, Lieselotte Anderwald, Alexander Kautzsch, Sven Leuckert, Tihana Kraš, Alessia Cogo, Tian Gan, Ida Parise & Jessica Norledge
2018. IEnglish Language. The Year's Work in English Studies 97:1  pp. 1 ff. Crossref logo
Kim, Minkyung, Hakyoon Lee & YouJin Kim
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 28 ff. Crossref logo
Kim, YouJin & Lena Emeliyanova
2019. The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior. Language Teaching Research  pp. 136216881983140 ff. Crossref 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. Crossref logo
Leeming, Paul
2019. Emergent Leadership and Group Interaction in the Task‐Based Language Classroom. TESOL Quarterly 53:3  pp. 768 ff. Crossref logo
Loewen, Shawn & Daniel R. Isbell
2017. PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS. Studies in Second Language Acquisition 39:2  pp. 225 ff. Crossref logo
Martin-Beltrán, Melinda
2017. Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal 11:3  pp. 131 ff. Crossref logo
Niu, Ruiying, Lin Jiang & Yuan Deng
2018. Effect of Proficiency Pairing on L2 Learners’ Language Learning and Scaffolding in Collaborative Writing. The Asia-Pacific Education Researcher 27:3  pp. 187 ff. Crossref logo
Paul, Jing Z. & Eric Friginal
2019. The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning 32:5-6  pp. 587 ff. Crossref logo
Peeters, Ward
2018. Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process. Computer Assisted Language Learning 31:8  pp. 905 ff. Crossref logo
Peeters, Ward
2019. The peer interaction process on Facebook: a social network analysis of learners’ online conversations. Education and Information Technologies 24:5  pp. 3177 ff. Crossref logo
Peeters, Ward & Marilize Pretorius
2020. Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL  pp. 1 ff. Crossref logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model. Language Learning 67:2  pp. 249 ff. Crossref logo
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal Crossref logo
Swain, Merrill & Yuko Watanabe
2019.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
TORRES, JULIO & BIANCA CUNG
2019. A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types. The Modern Language Journal 103:4  pp. 815 ff. Crossref logo
Xu, Jinfen, Yumei Fan & Qingting Xu
2019. EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness 28:4  pp. 329 ff. Crossref logo
Xu, Jinfen & Jinnan Kou
2018. Group Interaction Strategies and Students’ Oral Performance in Chinese EFL Classrooms. TESOL Quarterly 52:1  pp. 198 ff. Crossref logo

This list is based on CrossRef data as of 01 july 2020. 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.

Subjects
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2016001357