Article published In:
TASKVol. 4:1 (2024) ► pp.78–110
Pairing method and young learners’ use of previously known languages during task-based interaction
Recent research examining adult and young learners have concluded that pairing method (self-selected vs.
proficiency-matched pairings) may affect learning opportunities operationalized as language-related episodes (LREs). But how it
influences previously known language (PKL) use during task-based interaction is an under researched topic. This study sets out to
explore whether the pairing method (self-selected vs. proficiency-matched pairings) during speaking and speaking+writing tasks
completed by 10 to 11-year-old children has an effect on the amount and functions of PKLs. The study found that, in both tasks,
self-selected pairs generated a greater amount of two functions: minor turns and vocabulary discussions. In the speaking+writing
task specifically, self-selected pairs had greater PKL and greater off-task talk.
Keywords: use of previously known languages, task-based interaction, pair-formation method; young learners, English as a foreign language
Article outline
- Introduction
- Literature review
- Child peer interaction and pairing method
- The use of PKL in child task-based interaction
- Method
- Participants
- Instruments and data collection procedure
- Data analysis
- Off-task talk
- Metacognitive talk
- Grammar talk
- Vocabulary
- Phatics
- Mechanics
- Participants
- Results
- Discussion and conclusion
- Acknowledgements
- Notes
-
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