Peer Interaction and Second Language Learning
Pedagogical potential and research agenda
Editors
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
© John Benjamins
Table of Contents
-
Introduction
-
Understanding peer interaction: Research synthesis and directionsMasatoshi Sato and Susan Ballinger | pp. 1–30
-
Section I: Interactional patterns and learner characteristics
-
1. Peer interaction and learning: A focus on the silent learnerAna Fernández-Dobao | pp. 33–61
-
2. Peer interaction and metacognitive instruction in the EFL classroomAkiko Fujii, Nicole Ziegler and Alison Mackey | pp. 63–89
-
3. Interaction or collaboration? Group dynamics in the foreign language classroomMasatoshi Sato and Paula Viveros | pp. 91–112
-
4. Interactional behaviours of low-proficiency learners in small group workHyunsik Choi and Noriko Iwashita | pp. 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 | pp. 135–160
-
Section II: Tasks and interactional modalities
-
6. Peer interaction in F2F and CMC contextsShawn Loewen and Dominik Wolff | pp. 163–184
-
7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text qualityKim McDonough, William J. Crawford and Jindarat De Vleeschauwer | pp. 185–208
-
8. Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to formMelissa Baralt, Laura Gurzynski-Weiss and YouJin Kim | pp. 209–239
-
9. EFL task-based interaction: Does task modality impact on language-related episodes?María del Pilar García Mayo and Agurtzane Azkarai | pp. 241–266
-
10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contextsAmir Rouhshad and Neomy Storch | pp. 267–289
-
11. Small-group meta-analytic talk and Spanish L2 developmentKara Moranski and Paul D. Toth | pp. 291–316
-
Section III: Learning settings
-
12. How adolescents use social discourse to open space for language learning during peer interactionsMelinda Martin-Beltrán, Pei-Jie Chen, Natalia Guzman and Kayra Alvarado Merrills | pp. 319–348
-
13. Peer interaction while learning to read in a new languageMartha Bigelow and Kendall A. King | pp. 349–375
-
Epilogue
-
New pathways in researching interactionJenefer Philp | pp. 377–395
-
Index | pp. 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.”
Merrill Swain, The Ontario Institute for Studies in Education of the University of Toronto
“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.”
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.”
Bronson Hui, on Linguist List 28.978, 2017
Cited by
Cited by 47 other publications
No author info given
2018.
In Conversation Analysis and Language Alternation [Pragmatics & Beyond New Series, 295],
No author info given
2021.
In SLA Applied,
► pp. 246 ff.
Abbuhl, Rebekha
2021.
In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ],
► pp. 103 ff.
Abbuhl, Rebekha
2021.
In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,
► pp. 44 ff.
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.
Ballinger, Susan
2021.
In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,
► pp. 539 ff.
Barabas, Cris Delatado
2022.
Implementing peer podcasting in an
EFL
literature course
.
TESOL Journal
Boers, Frank, Lara Bryfonski, Farahnaz Faez & Todd McKay
2021. A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS.
Studies in Second Language Acquisition 43:1 ► pp. 2 ff.
Borreguero Zuloaga, Margarita & Anna De Marco
2021. The Role of Immersion and Non-immersion Contexts in L2 Acquisition: A Study Based on the Analysis of Interactional Discourse Markers.
Corpus Pragmatics 5:1 ► pp. 121 ff.
Cassell, Justine
2022.
In The Handbook on Socially Interactive Agents,
► pp. 331 ff.
Cerezo, Luis
2021.
In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,
► pp. 494 ff.
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.
Dao, Phung, Phuong-Thao Duong & Mai Xuan Nhat Chi Nguyen
2021. Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction.
Computer Assisted Language Learning ► pp. 1 ff.
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
2022. Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language.
Languages 7:4 ► pp. 306 ff.
Guerrettaz, Anne Marie, Corinne S. Mathieu, Siwon Lee & Adon Berwick
2022. Materials use in language classrooms: A research agenda.
Language Teaching 55:4 ► pp. 547 ff.
HASEGAWA, ATSUSHI
2021. Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms.
The Modern Language Journal 105:S1 ► pp. 65 ff.
Hetrovicz, Lauren
2021. The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence.
Foreign Language Annals 54:4 ► pp. 1257 ff.
Iwashita, Noriko & Phung Dao
2021.
In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,
► pp. 275 ff.
Kim, Minkyung, Hakyoon Lee & YouJin Kim
2018.
In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],
► pp. 28 ff.
Kim, YouJin & Lena Emeliyanova
2021. The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior.
Language Teaching Research 25:2 ► pp. 234 ff.
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.
Kirchhoff, Natalie
2022. interacción entre pares y el input escrito.
HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico ► pp. 1 ff.
Le Bouthillier, Josée, Renée Bourgoin & Joseph Dicks
2022. L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française.
The Canadian Modern Language Review 78:2 ► pp. 91 ff.
Leeming, Paul
2019. Emergent Leadership and Group Interaction in the Task‐Based Language Classroom.
TESOL Quarterly 53:3 ► pp. 768 ff.
Leeming, Paul
2021. The influence of small groups on leader stability and task engagement in the language classroom.
Language Teaching Research ► pp. 136216882198986 ff.
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.
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.
Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila
2020. “I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers.
International Journal of Applied Linguistics 30:3 ► pp. 530 ff.
Mizza, Daria & Fernando Rubio
2020.
In Creating Effective Blended Language Learning Courses,
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.
Pastushenkov, Dmitrii, Cameron Camp, Iryna Zhuchenko & Olesia Pavlenko
2021. Shared and different L1 background, L1 use, and peer familiarity as factors in ESL pair interaction.
TESOL Journal 12:2
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.
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.
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.
Peeters, Ward & Marilize Pretorius
2020. Facebook or fail-book: Exploring “community” in a virtual community of practice.
ReCALL 32:3 ► pp. 291 ff.
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model.
Language Learning 67:2 ► pp. 249 ff.
Sato, Masatoshi
2022. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010).
Language Teaching 55:3 ► pp. 407 ff.
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology.
The Modern Language Journal
Swain, Merrill & Yuko Watanabe
2019.
In The Encyclopedia of Applied Linguistics,
► pp. 1 ff.
Torres, Julio
2023. Heritage language learners’ written texts across pair types and interaction mode.
Language Teaching Research 27:1 ► pp. 5 ff.
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.
Toth, Paul D. & Yohana Gil‐Berrio
2022. Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second‐Language Peer Interaction.
Language Learning 72:S1 ► pp. 275 ff.
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.
Xu, Jinfen & Jinnan Kou
2018. Group Interaction Strategies and Students’ Oral Performance in Chinese EFL Classrooms.
TESOL Quarterly 52:1 ► pp. 198 ff.
Yarwood, Amelia & Phillip A. Bennett
2022.
In Transferring Language Learning and Teaching From Face-to-Face to Online Settings [Advances in Mobile and Distance Learning, ],
► pp. 227 ff.
Zabihi, Reza, Danial Erfanitabar & Mehdi Mehranirad
2022. Task Type and Discussion of Language Form in L2 Pair Interaction.
English Teaching & Learning
Zhang, Yining, Binbin Zheng & Yuan Tian
2022. An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time.
Computer Assisted Language Learning ► pp. 1 ff.
This list is based on CrossRef data as of 05 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.
Subjects & Metadata
Linguistics
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching