In this chapter, we examine the meta-analytic talk of nine adolescent L2 Spanish learners and their subsequent accuracy on a grammaticality judgment task, with the pronoun se as an instructional target. Data come from a U.S. high school during three 90-minute lessons, where learners “co-constructed” rules for se in groups based on its use in reading passages. We coded learners’ analytic talk as belonging to higher or lower levels of analytical abstraction (LAAs) to distinguish labeling L2 forms and categories from identifying broader patterns and rules. The amount of individual and group analytic talk, as well as talk at higher LAAs, was compared to individual grammaticality judgment scores before and six weeks after instruction. Results show that learners in groups with greater mutuality improved their scores even when their overall individual participation was only low or moderate. Implications for theory and practice are discussed.
(2010) Using a story-based approach to teach grammar. In J.L. Shrum & E.W. Glisan (Eds.), Teacher’s handbook: Contextualized foreign language instruction (4th ed., pp. 216–244). Boston, MA: Heinle Cengage Learning.
American Council on the Teaching of Foreign Languages
(1994) Vygotskyan approaches to understanding foreign language discourse during communicative tasks. Hispania, 77(2), 262–274.
Brooks, F.B, Donato, R., & McGlone, J.V
(1997) When are they going to say “it” right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30(4), 524–541.
Brown, T.S, & Perry, F.L
(1991) A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25, 655–670.
Borer, L
(2007) Depth of processing in private and social speech: Its role in the retention of word knowledge by adult EAP learners. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 64(2), 273–300.
Craik, F.I, & Lockhart, R.S
(1972) Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Donato, R
(1994) Collective scaffolding in second language learning. In J.P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
(2009) Transana (Version 2.42). Madison, WI: Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison.
Joe, A
(1998) What effects do text-based task promoting generation have on incidental vocabulary acquisition?Applied Linguistics, 19(3), 357–377.
Juffs, A
(2001) Discussion: Verb classes, event structure, and second language learners’ knowledge of semantics-syntax correspondences. Studies in Second Language Acquisition, 23(2), 305–314.
Kowal, M., & Swain, M
(1994) Using collaborative language production tasks to promote students’ awareness. Language Awareness, 3, 73–93.
Lantolf, J.P, & Thorne, S.L
(2006) Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Leow, R., Moreno, N., & Hsieh, H
(2014) Awareness, type of medium, and L2 development. Paper presented at the annual Georgetown University Roundtable on linguistics, Washington, DC, March.
Oded, B., & Walters, J
Deeper processing for better EFL reading comprehension. System, 29, 357–370.
Ohta, A.S
(1995) Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the Zone of Proximal Development. Issues in Applied Linguistics, 6(2), 93–121.
Rouhshad, A., & Storch, N
(2016) A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 267–289). Amsterdam: John Benjamins
Sato, M., & Ballinger, S
(2016) Understanding peer interaction: Research synthesis and directions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 1–30). Amsterdam: John Benjamins.
Sato, M., & Viveros, P
(2016) Interaction or collaboration? The proficiency effect on group work in the foreign language classroom. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 91–112). Amsterdam: John Benjamins.
Schmidt, R.W
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Seedhouse, P
(2004) The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.
Storch, N
(2002) Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158.
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L
(2009) Languaging: University students learn the grammatical concept of voice in French. Modern Language Journal, 93(1), 5–29.
Swain, M
(2010) ‘Talking-it-through’: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112–130). Oxford: Oxford University Press.
Swain, M., & Lapkin, S
(2000) Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251–274.
Toth, P.D
(2008) Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning, 58(2), 237–283.
Toth, P.D, & Guijarro-Fuentes, P
(2013) The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34(6), 1163–1193.
Toth, P.D, Wagner, E., & Moranski, K
(2013) ‘Co-constructing’ explicit L2 knowledge with high school Spanish learners through guided induction. Applied Linguistics, 34(3), 255–278.
Vygotsky, L.S
(1981) The genesis of higher mental functions (J. V. Wertsch, Trans.). In J.V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: M. E. Sharpe.
Vygotsky, L.S
(1987) Thinking and speech. In R.W. Reiber & A.S. Carton (Eds.), The collected works of L. S. Vygotsky, Volume 1, Problems in general psychology (pp. 39–288). New York, NY: Plenum Press.
Young, A., & Tedick, D.J
(2016) Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 135–160). Amsterdam: John Benjamins
Young, R.F, & Astarita, A.C
(2013) Practice theory in language learning. Language Learning, 63(Supplement 1), 171–189.
Cited by
Cited by 18 other publications
Azkarai, Agurtzane, Rhonda Oliver & Yohana Gil‐Berrio
2022. Examining Deductive Versus Guided Instruction From an Interactionist Perspective. Language Learning 72:S1 ► pp. 125 ff.
Davin, Kristin J. & Ali Kushki
2022. A Sociocultural Perspective: Seeking Evidence of Development in a PACE Approach to Grammar Instruction. Language Learning 72:S1 ► pp. 165 ff.
Jiang, Michael Yi-chao, Morris Siu-yung Jong, Wilfred Wing-fat Lau, Ching-sing Chai, Kelly Shu-xia Liu & Moonyoung Park
2022. A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model. Computer Assisted Language Learning 35:5-6 ► pp. 1218 ff.
Kos, Tomas
2021. Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms. European Journal of Applied Linguistics 9:2 ► pp. 331 ff.
Kołsut, Sławomira & Mateusz Szumilas
2023. Exploring student engagement in task-based and communicative language classrooms. Language Teaching Research
MORANSKI, KARA & FREDERIC KIM
2016. ‘Flipping’ Lessons in a Multi‐Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom. The Modern Language Journal 100:4 ► pp. 830 ff.
Moranski, Kara & Janire Zalbidea
2022. Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction. Language Learning 72:S1 ► pp. 41 ff.
Moranski, Kara & Nicole Ziegler
2021. A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards. Language Learning 71:1 ► pp. 204 ff.
2023. EFL learners’ peer negotiated feedback, revision outcomes, and short-term writing development: The effect of patterns of interaction. Language Teaching Research 27:3 ► pp. 689 ff.
Toth, Paul D.
2022. Introduction: Investigating Explicit L2 Grammar Instruction Through Multiple Theoretical and Methodological Lenses. Language Learning 72:S1 ► pp. 5 ff.
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1 ► pp. 148 ff.
Toth, Paul D. & Kara Moranski
2018. Why haven't we solved instructed SLA? A sociocognitive account. Foreign Language Annals 51:1 ► pp. 73 ff.
This list is based on CrossRef data as of 16 september 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.