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
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Introduction
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Understanding peer interaction: Research synthesis and directionsMasatoshi Sato and Susan Ballinger | pp. 1–30
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Section I: Interactional patterns and learner characteristics
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1. Peer interaction and learning: A focus on the silent learnerAna Fernández-Dobao | pp. 33–61
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2. Peer interaction and metacognitive instruction in the EFL classroomAkiko Fujii, Nicole Ziegler and Alison Mackey | pp. 63–89
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3. Interaction or collaboration? Group dynamics in the foreign language classroomMasatoshi Sato and Paula Viveros | pp. 91–112
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4. Interactional behaviours of low-proficiency learners in small group workHyunsik Choi and Noriko Iwashita | pp. 113–134
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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
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Section II: Tasks and interactional modalities
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6. Peer interaction in F2F and CMC contextsShawn Loewen and Dominik Wolff | pp. 163–184
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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
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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
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9. EFL task-based interaction: Does task modality impact on language-related episodes?María del Pilar García Mayo and Agurtzane Azkarai | pp. 241–266
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10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contextsAmir Rouhshad and Neomy Storch | pp. 267–289
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11. Small-group meta-analytic talk and Spanish L2 developmentKara Moranski and Paul D. Toth | pp. 291–316
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Section III: Learning settings
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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
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13. Peer interaction while learning to read in a new languageMartha Bigelow and Kendall A. King | pp. 349–375
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Epilogue
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New pathways in researching interactionJenefer Philp | pp. 377–395
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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
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Subjects & Metadata
Linguistics
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching