Peer interaction and second language learning :: pedagogical potential and research agenda /
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2016]
|
| Schriftenreihe: | Language learning and language teaching ;
v. 45. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027267177 9027267170 |
| ISSN: | 1569-9471 ; |
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| 245 | 0 | 0 | |a Peer interaction and second language learning : |b pedagogical potential and research agenda / |c edited by Masatoshi Sato and Susan Ballinger. |
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| 490 | 1 | |a Language Learning & Language Teaching, |x 1569-9471 ; |v 45 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Peer Interaction and Second Language Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgement of reviewers -- Understanding peer interaction: Research synthesis and directions -- Introduction -- Framework of this volume -- Framework of this chapter -- What is unique about peer interaction? -- A distinct type of interaction -- A facilitator of L2 processing -- A context for L2 development -- A versatile pedagogical option -- Theories of peer interaction -- The cognitive perspective -- The sociocultural perspective -- Sociocognitive perspectives -- Mediating variables affecting peer interaction -- Task type -- Proficiency level -- Modality of interaction -- Learner relationships -- Pedagogical interventions -- About this book -- References -- I. Interactional patterns and learner characteristics -- 1. Peer interaction and learning: A focus on the silent learner -- Introduction -- Method -- Participants -- Collaborative writing task -- Vocabulary pretest and posttest -- Procedures -- Data coding and analysis -- Findings -- Jack -- Chris -- David -- Conclusions -- Pedagogical implications -- References -- Appendix A -- Appendix B -- Appendix C -- 2. Peer interaction and metacognitive instruction in the EFL classroom -- Introduction -- Interaction and second language development -- Feedback in peer interaction -- Peer interaction and foreign language contexts -- The learner's role in learning -- Targeted instruction -- The current research -- Method -- Methodological framework -- Participants -- Materials -- Analysis -- Results -- Summary of results -- Discussion -- Metacognitive instruction and learner interaction -- Learner-learner interaction -- Feedback and negotiation -- Limitations -- Conclusion and pedagogical implications -- References -- Appendix A. | |
| 505 | 8 | |a 3. Interaction or collaboration? Group dynamics in the foreign language classroom -- Introduction -- Literature review -- Peer corrective feedback and L2 learning -- Collaborative peer interaction and L2 learning -- Proficiency and interactional moves -- Methodology -- Methodological framework -- Chilean EFL context -- Participants -- Intervention -- Data collection and analysis -- Quantitative results -- Corrective feedback and modified output -- Collaborative behaviours -- Qualitative results -- Discussion -- The effect of proficiency on interaction and collaboration -- Interactional moves and collaborative patterns -- Collaborative mindset-interactional moves-L2 learning -- Limitations -- Pedagogical implications -- References -- 4. Interactional behaviours of low-proficiency learners in small group work -- Introduction -- Learner proficiency -- Methodology -- Participants -- Task design -- Methodological framework -- Data collection -- Data analysis -- Findings -- Discussion -- Interlocutors' proficiency levels and LREs -- Learners' perception of group work and interlocutors' proficiency levels -- Peer interaction -- Learners' participation and successful small group work -- Pedagogical implications -- Conclusion -- References -- Appendix A -- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom -- Introduction -- Collaborative dialogue as a scaffold for student learning -- Proficiency levels, peer interaction and CD -- Methodology -- Theoretical/methodological framework -- Setting, data collection, and analysis -- Findings -- Preliminary analysis of status positioning in relation to CD -- Micro discourse analysis -- Hannah in homogeneous group: co-creation of meaning with peer scaffolding -- Hannah in heterogeneous group: positioned as nonparticipant/ silenced through peer feedback. | |
| 505 | 8 | |a Anna in homogeneous group: on-going collaborative dialogue -- Anna in heterogeneous group: silenced by being ignored -- Julio in homogeneous group: trajectory of biliterate proficiency -- Julio in heterogeneous group: linguistic bullying and potential forlanguageattrition -- Nadia in homogeneous group: resistance to "expert" positioning -- Nadia in heterogeneous: excessive languaging -- Discussion/implications -- Pedagogical implications: The false promise of heterogeneous grouping -- Limitations -- Conclusion -- References -- Appendix -- II. Tasks and interactional modalities -- 6. Peer interaction in F2F and CMC contexts -- Introduction -- Literature review -- Research questions -- Methods -- Methodological framework -- Participants -- Materials -- Procedure -- Coding -- Analysis -- Results -- LREs/Recasts -- Discussion -- Pedagogical implications -- Conclusions, limitations, and future research -- References -- 7. Thai EFL learners' interaction during collaborative writing and its relationship to text quali -- Literature review -- Method -- Methodological framework -- Participants -- Instructional context -- Materials -- Procedure -- Analysis -- Results -- Discussion -- Pedagogical implications -- Limitations and future research -- References -- Appendix A -- Appendix B -- 8. Engagement with the language: Examining learners' affective and social engagement -- Introduction -- Literature review -- Role of learner-initiated language awareness in interaction and L2 learning -- Researching learner-initiated language awareness during peer interaction -- Task design factors as mediating language awareness -- Task interaction environment as mediating language awareness -- Possible relationships between task complexity and interaction environment -- Summary and justification for current study -- Methodology -- Participants. | |
| 505 | 8 | |a Task complexity and target structure -- Materials -- Procedure -- Data sources, coding, and analysis -- Results -- Cognitive engagement -- Affective engagement -- Social engagement -- Results summary -- Discussion -- Cognitive engagement -- Affective engagement -- Social engagement -- Pedagogical implications -- Limitations -- Conclusion -- References -- Appendix -- 9. EFL task-based interaction: Does task modality impact on language-related episodes? -- Introduction -- Interaction and language learning opportunities -- Task modality: Speaking vs. writing tasks -- The study -- Participants -- Materials -- Procedure -- Data analysis and codification -- Results -- Discussion -- Nature of LREs -- Outcome of LREs -- Level of engagement in LREs -- Conclusion and pedagogical implications -- References -- Appendix -- 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts -- Introduction -- Patterns of interaction in collaborative writing -- Attention to language -- The study -- Participants -- Tasks -- Data collection -- Theoretical framework informing data analysis -- Findings -- Discussion -- Pedagogical implications -- References -- 11. Small-group meta-analytic talk and Spanish L2 development -- Introduction -- Literature review -- Social in-group interactional patterns -- Depth of processing and cognitive levels in SLA -- The present study -- Methodological framework -- Methodology -- Participants and instructional context -- PACE lessons and instructional target -- Data gathering and analysis -- Results -- In-group interactional patterns -- Discussion -- Quantitative results -- Qualitative results and interactional patterns -- Pedagogical implications -- Summary -- References -- Appendix -- III. Learning settings -- 12 How adolescents use social discourse to open space for language learning during peer interactions. | |
| 505 | 8 | |a Introduction -- Research questions -- Conceptual and methodological framework -- Methods -- Context -- Language ambassador program design -- Data analysis -- Developing an analytical framework for social discourse -- Findings -- Social inquiry builds solidarity and affords opportunities to understand how to use the target langu -- Discursive support creates safe space to ask questions andtakerisksusinglanguage -- Discursive support leads to solidarity and further questions about language -- Conclusions -- Pedagogical implications -- Acknowledgements -- References -- Appendix -- 13. Peer interaction while learning to read in a new language -- Introduction and literature review -- Methodology -- Methodological framework -- Research context -- Participants: Ayan and Aisha -- Data collection and task description -- Data analysis -- Findings -- Participation structure 1 (story pages 1-6) -- Participation structure 2 (story pages 6-11) -- Participation structure 3 (story pages 12-16) -- Participation structure 4 (story pages 17-32) -- Summary of findings -- Discussion -- Conclusion and pedagogical implications -- Acknowledgement -- References -- Appendix 1 -- Epilogue: New pathways in researching interaction -- Introduction -- Describing and exploring learning in the context of peer interaction -- Sociocultural approaches -- Cognitive approaches -- Mixed methods approaches -- Social relations and learning through peer interaction -- Engagement in peer interaction -- The role of the teacher in peer interaction -- References -- Index. | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 0 | |a Second language acquisition |x Study and teaching. | |
| 650 | 0 | |a Second language acquisition |x Research. | |
| 650 | 0 | |a Interaction analysis in education |x Research. | |
| 650 | 0 | |a Interlanguage (Language learning) |x Research. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Langue seconde |x Acquisition |x Étude et enseignement. | |
| 650 | 6 | |a Langue seconde |x Acquisition |x Recherche. | |
| 650 | 6 | |a Interaction en éducation |x Recherche. | |
| 650 | 6 | |a Interlangue (Apprentissage des langues) |x Recherche. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Multi-Language Phrasebooks. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Alphabets & Writing Systems. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Spelling. |2 bisacsh | |
| 650 | 7 | |a Interaction analysis in education |x Research |2 fast | |
| 650 | 7 | |a Interlanguage (Language learning) |x Research |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Second language acquisition |x Research |2 fast | |
| 650 | 7 | |a Second language acquisition |x Study and teaching |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 700 | 1 | |a Sato, Masatoshi, |d 1980- |e author. | |
| 700 | 1 | |a Ballinger, Susan Gail, |e author. | |
| 776 | 0 | 8 | |i Print version: |t Peer interaction and second language learning. |d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] |z 9789027213327 |w (DLC) 2016001357 |
| 830 | 0 | |a Language learning and language teaching ; |v v. 45. |0 http://id.loc.gov/authorities/names/n2002025196 | |
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| contents | Peer Interaction and Second Language Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgement of reviewers -- Understanding peer interaction: Research synthesis and directions -- Introduction -- Framework of this volume -- Framework of this chapter -- What is unique about peer interaction? -- A distinct type of interaction -- A facilitator of L2 processing -- A context for L2 development -- A versatile pedagogical option -- Theories of peer interaction -- The cognitive perspective -- The sociocultural perspective -- Sociocognitive perspectives -- Mediating variables affecting peer interaction -- Task type -- Proficiency level -- Modality of interaction -- Learner relationships -- Pedagogical interventions -- About this book -- References -- I. Interactional patterns and learner characteristics -- 1. Peer interaction and learning: A focus on the silent learner -- Introduction -- Method -- Participants -- Collaborative writing task -- Vocabulary pretest and posttest -- Procedures -- Data coding and analysis -- Findings -- Jack -- Chris -- David -- Conclusions -- Pedagogical implications -- References -- Appendix A -- Appendix B -- Appendix C -- 2. Peer interaction and metacognitive instruction in the EFL classroom -- Introduction -- Interaction and second language development -- Feedback in peer interaction -- Peer interaction and foreign language contexts -- The learner's role in learning -- Targeted instruction -- The current research -- Method -- Methodological framework -- Participants -- Materials -- Analysis -- Results -- Summary of results -- Discussion -- Metacognitive instruction and learner interaction -- Learner-learner interaction -- Feedback and negotiation -- Limitations -- Conclusion and pedagogical implications -- References -- Appendix A. 3. Interaction or collaboration? Group dynamics in the foreign language classroom -- Introduction -- Literature review -- Peer corrective feedback and L2 learning -- Collaborative peer interaction and L2 learning -- Proficiency and interactional moves -- Methodology -- Methodological framework -- Chilean EFL context -- Participants -- Intervention -- Data collection and analysis -- Quantitative results -- Corrective feedback and modified output -- Collaborative behaviours -- Qualitative results -- Discussion -- The effect of proficiency on interaction and collaboration -- Interactional moves and collaborative patterns -- Collaborative mindset-interactional moves-L2 learning -- Limitations -- Pedagogical implications -- References -- 4. Interactional behaviours of low-proficiency learners in small group work -- Introduction -- Learner proficiency -- Methodology -- Participants -- Task design -- Methodological framework -- Data collection -- Data analysis -- Findings -- Discussion -- Interlocutors' proficiency levels and LREs -- Learners' perception of group work and interlocutors' proficiency levels -- Peer interaction -- Learners' participation and successful small group work -- Pedagogical implications -- Conclusion -- References -- Appendix A -- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom -- Introduction -- Collaborative dialogue as a scaffold for student learning -- Proficiency levels, peer interaction and CD -- Methodology -- Theoretical/methodological framework -- Setting, data collection, and analysis -- Findings -- Preliminary analysis of status positioning in relation to CD -- Micro discourse analysis -- Hannah in homogeneous group: co-creation of meaning with peer scaffolding -- Hannah in heterogeneous group: positioned as nonparticipant/ silenced through peer feedback. Anna in homogeneous group: on-going collaborative dialogue -- Anna in heterogeneous group: silenced by being ignored -- Julio in homogeneous group: trajectory of biliterate proficiency -- Julio in heterogeneous group: linguistic bullying and potential forlanguageattrition -- Nadia in homogeneous group: resistance to "expert" positioning -- Nadia in heterogeneous: excessive languaging -- Discussion/implications -- Pedagogical implications: The false promise of heterogeneous grouping -- Limitations -- Conclusion -- References -- Appendix -- II. Tasks and interactional modalities -- 6. Peer interaction in F2F and CMC contexts -- Introduction -- Literature review -- Research questions -- Methods -- Methodological framework -- Participants -- Materials -- Procedure -- Coding -- Analysis -- Results -- LREs/Recasts -- Discussion -- Pedagogical implications -- Conclusions, limitations, and future research -- References -- 7. Thai EFL learners' interaction during collaborative writing and its relationship to text quali -- Literature review -- Method -- Methodological framework -- Participants -- Instructional context -- Materials -- Procedure -- Analysis -- Results -- Discussion -- Pedagogical implications -- Limitations and future research -- References -- Appendix A -- Appendix B -- 8. Engagement with the language: Examining learners' affective and social engagement -- Introduction -- Literature review -- Role of learner-initiated language awareness in interaction and L2 learning -- Researching learner-initiated language awareness during peer interaction -- Task design factors as mediating language awareness -- Task interaction environment as mediating language awareness -- Possible relationships between task complexity and interaction environment -- Summary and justification for current study -- Methodology -- Participants. Task complexity and target structure -- Materials -- Procedure -- Data sources, coding, and analysis -- Results -- Cognitive engagement -- Affective engagement -- Social engagement -- Results summary -- Discussion -- Cognitive engagement -- Affective engagement -- Social engagement -- Pedagogical implications -- Limitations -- Conclusion -- References -- Appendix -- 9. EFL task-based interaction: Does task modality impact on language-related episodes? -- Introduction -- Interaction and language learning opportunities -- Task modality: Speaking vs. writing tasks -- The study -- Participants -- Materials -- Procedure -- Data analysis and codification -- Results -- Discussion -- Nature of LREs -- Outcome of LREs -- Level of engagement in LREs -- Conclusion and pedagogical implications -- References -- Appendix -- 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts -- Introduction -- Patterns of interaction in collaborative writing -- Attention to language -- The study -- Participants -- Tasks -- Data collection -- Theoretical framework informing data analysis -- Findings -- Discussion -- Pedagogical implications -- References -- 11. Small-group meta-analytic talk and Spanish L2 development -- Introduction -- Literature review -- Social in-group interactional patterns -- Depth of processing and cognitive levels in SLA -- The present study -- Methodological framework -- Methodology -- Participants and instructional context -- PACE lessons and instructional target -- Data gathering and analysis -- Results -- In-group interactional patterns -- Discussion -- Quantitative results -- Qualitative results and interactional patterns -- Pedagogical implications -- Summary -- References -- Appendix -- III. Learning settings -- 12 How adolescents use social discourse to open space for language learning during peer interactions. Introduction -- Research questions -- Conceptual and methodological framework -- Methods -- Context -- Language ambassador program design -- Data analysis -- Developing an analytical framework for social discourse -- Findings -- Social inquiry builds solidarity and affords opportunities to understand how to use the target langu -- Discursive support creates safe space to ask questions andtakerisksusinglanguage -- Discursive support leads to solidarity and further questions about language -- Conclusions -- Pedagogical implications -- Acknowledgements -- References -- Appendix -- 13. Peer interaction while learning to read in a new language -- Introduction and literature review -- Methodology -- Methodological framework -- Research context -- Participants: Ayan and Aisha -- Data collection and task description -- Data analysis -- Findings -- Participation structure 1 (story pages 1-6) -- Participation structure 2 (story pages 6-11) -- Participation structure 3 (story pages 12-16) -- Participation structure 4 (story pages 17-32) -- Summary of findings -- Discussion -- Conclusion and pedagogical implications -- Acknowledgement -- References -- Appendix 1 -- Epilogue: New pathways in researching interaction -- Introduction -- Describing and exploring learning in the context of peer interaction -- Sociocultural approaches -- Cognitive approaches -- Mixed methods approaches -- Social relations and learning through peer interaction -- Engagement in peer interaction -- The role of the teacher in peer interaction -- References -- Index. |
| ctrlnum | (OCoLC)941140510 |
| dewey-full | 418.0071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0071 |
| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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Peer interaction and metacognitive instruction in the EFL classroom -- Introduction -- Interaction and second language development -- Feedback in peer interaction -- Peer interaction and foreign language contexts -- The learner's role in learning -- Targeted instruction -- The current research -- Method -- Methodological framework -- Participants -- Materials -- Analysis -- Results -- Summary of results -- Discussion -- Metacognitive instruction and learner interaction -- Learner-learner interaction -- Feedback and negotiation -- Limitations -- Conclusion and pedagogical implications -- References -- Appendix A.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3. Interaction or collaboration? Group dynamics in the foreign language classroom -- Introduction -- Literature review -- Peer corrective feedback and L2 learning -- Collaborative peer interaction and L2 learning -- Proficiency and interactional moves -- Methodology -- Methodological framework -- Chilean EFL context -- Participants -- Intervention -- Data collection and analysis -- Quantitative results -- Corrective feedback and modified output -- Collaborative behaviours -- Qualitative results -- Discussion -- The effect of proficiency on interaction and collaboration -- Interactional moves and collaborative patterns -- Collaborative mindset-interactional moves-L2 learning -- Limitations -- Pedagogical implications -- References -- 4. Interactional behaviours of low-proficiency learners in small group work -- Introduction -- Learner proficiency -- Methodology -- Participants -- Task design -- Methodological framework -- Data collection -- Data analysis -- Findings -- Discussion -- Interlocutors' proficiency levels and LREs -- Learners' perception of group work and interlocutors' proficiency levels -- Peer interaction -- Learners' participation and successful small group work -- Pedagogical implications -- Conclusion -- References -- Appendix A -- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom -- Introduction -- Collaborative dialogue as a scaffold for student learning -- Proficiency levels, peer interaction and CD -- Methodology -- Theoretical/methodological framework -- Setting, data collection, and analysis -- Findings -- Preliminary analysis of status positioning in relation to CD -- Micro discourse analysis -- Hannah in homogeneous group: co-creation of meaning with peer scaffolding -- Hannah in heterogeneous group: positioned as nonparticipant/ silenced through peer feedback.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Anna in homogeneous group: on-going collaborative dialogue -- Anna in heterogeneous group: silenced by being ignored -- Julio in homogeneous group: trajectory of biliterate proficiency -- Julio in heterogeneous group: linguistic bullying and potential forlanguageattrition -- Nadia in homogeneous group: resistance to "expert" positioning -- Nadia in heterogeneous: excessive languaging -- Discussion/implications -- Pedagogical implications: The false promise of heterogeneous grouping -- Limitations -- Conclusion -- References -- Appendix -- II. Tasks and interactional modalities -- 6. Peer interaction in F2F and CMC contexts -- Introduction -- Literature review -- Research questions -- Methods -- Methodological framework -- Participants -- Materials -- Procedure -- Coding -- Analysis -- Results -- LREs/Recasts -- Discussion -- Pedagogical implications -- Conclusions, limitations, and future research -- References -- 7. Thai EFL learners' interaction during collaborative writing and its relationship to text quali -- Literature review -- Method -- Methodological framework -- Participants -- Instructional context -- Materials -- Procedure -- Analysis -- Results -- Discussion -- Pedagogical implications -- Limitations and future research -- References -- Appendix A -- Appendix B -- 8. Engagement with the language: Examining learners' affective and social engagement -- Introduction -- Literature review -- Role of learner-initiated language awareness in interaction and L2 learning -- Researching learner-initiated language awareness during peer interaction -- Task design factors as mediating language awareness -- Task interaction environment as mediating language awareness -- Possible relationships between task complexity and interaction environment -- Summary and justification for current study -- Methodology -- Participants.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Task complexity and target structure -- Materials -- Procedure -- Data sources, coding, and analysis -- Results -- Cognitive engagement -- Affective engagement -- Social engagement -- Results summary -- Discussion -- Cognitive engagement -- Affective engagement -- Social engagement -- Pedagogical implications -- Limitations -- Conclusion -- References -- Appendix -- 9. EFL task-based interaction: Does task modality impact on language-related episodes? -- Introduction -- Interaction and language learning opportunities -- Task modality: Speaking vs. writing tasks -- The study -- Participants -- Materials -- Procedure -- Data analysis and codification -- Results -- Discussion -- Nature of LREs -- Outcome of LREs -- Level of engagement in LREs -- Conclusion and pedagogical implications -- References -- Appendix -- 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts -- Introduction -- Patterns of interaction in collaborative writing -- Attention to language -- The study -- Participants -- Tasks -- Data collection -- Theoretical framework informing data analysis -- Findings -- Discussion -- Pedagogical implications -- References -- 11. Small-group meta-analytic talk and Spanish L2 development -- Introduction -- Literature review -- Social in-group interactional patterns -- Depth of processing and cognitive levels in SLA -- The present study -- Methodological framework -- Methodology -- Participants and instructional context -- PACE lessons and instructional target -- Data gathering and analysis -- Results -- In-group interactional patterns -- Discussion -- Quantitative results -- Qualitative results and interactional patterns -- Pedagogical implications -- Summary -- References -- Appendix -- III. Learning settings -- 12 How adolescents use social discourse to open space for language learning during peer interactions.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Introduction -- Research questions -- Conceptual and methodological framework -- Methods -- Context -- Language ambassador program design -- Data analysis -- Developing an analytical framework for social discourse -- Findings -- Social inquiry builds solidarity and affords opportunities to understand how to use the target langu -- Discursive support creates safe space to ask questions andtakerisksusinglanguage -- Discursive support leads to solidarity and further questions about language -- Conclusions -- Pedagogical implications -- Acknowledgements -- References -- Appendix -- 13. Peer interaction while learning to read in a new language -- Introduction and literature review -- Methodology -- Methodological framework -- Research context -- Participants: Ayan and Aisha -- Data collection and task description -- Data analysis -- Findings -- Participation structure 1 (story pages 1-6) -- Participation structure 2 (story pages 6-11) -- Participation structure 3 (story pages 12-16) -- Participation structure 4 (story pages 17-32) -- Summary of findings -- Discussion -- Conclusion and pedagogical implications -- Acknowledgement -- References -- Appendix 1 -- Epilogue: New pathways in researching interaction -- Introduction -- Describing and exploring learning in the context of peer interaction -- Sociocultural approaches -- Cognitive approaches -- Mixed methods approaches -- Social relations and learning through peer interaction -- Engagement in peer interaction -- The role of the teacher in peer interaction -- References -- Index.</subfield></datafield><datafield 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| genre | Electronic book. |
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| id | ZDB-4-EBA-ocn941140510 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:04Z |
| institution | BVB |
| isbn | 9789027267177 9027267170 |
| issn | 1569-9471 ; |
| language | English |
| lccn | 2016009448 |
| oclc_num | 941140510 |
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| physical | 1 online resource |
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| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Language learning and language teaching ; |
| series2 | Language Learning & Language Teaching, |
| spelling | Peer interaction and second language learning : pedagogical potential and research agenda / edited by Masatoshi Sato and Susan Ballinger. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Language Learning & Language Teaching, 1569-9471 ; 45 Includes bibliographical references and index. Print version record and CIP data provided by publisher. Peer Interaction and Second Language Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgement of reviewers -- Understanding peer interaction: Research synthesis and directions -- Introduction -- Framework of this volume -- Framework of this chapter -- What is unique about peer interaction? -- A distinct type of interaction -- A facilitator of L2 processing -- A context for L2 development -- A versatile pedagogical option -- Theories of peer interaction -- The cognitive perspective -- The sociocultural perspective -- Sociocognitive perspectives -- Mediating variables affecting peer interaction -- Task type -- Proficiency level -- Modality of interaction -- Learner relationships -- Pedagogical interventions -- About this book -- References -- I. Interactional patterns and learner characteristics -- 1. Peer interaction and learning: A focus on the silent learner -- Introduction -- Method -- Participants -- Collaborative writing task -- Vocabulary pretest and posttest -- Procedures -- Data coding and analysis -- Findings -- Jack -- Chris -- David -- Conclusions -- Pedagogical implications -- References -- Appendix A -- Appendix B -- Appendix C -- 2. Peer interaction and metacognitive instruction in the EFL classroom -- Introduction -- Interaction and second language development -- Feedback in peer interaction -- Peer interaction and foreign language contexts -- The learner's role in learning -- Targeted instruction -- The current research -- Method -- Methodological framework -- Participants -- Materials -- Analysis -- Results -- Summary of results -- Discussion -- Metacognitive instruction and learner interaction -- Learner-learner interaction -- Feedback and negotiation -- Limitations -- Conclusion and pedagogical implications -- References -- Appendix A. 3. Interaction or collaboration? Group dynamics in the foreign language classroom -- Introduction -- Literature review -- Peer corrective feedback and L2 learning -- Collaborative peer interaction and L2 learning -- Proficiency and interactional moves -- Methodology -- Methodological framework -- Chilean EFL context -- Participants -- Intervention -- Data collection and analysis -- Quantitative results -- Corrective feedback and modified output -- Collaborative behaviours -- Qualitative results -- Discussion -- The effect of proficiency on interaction and collaboration -- Interactional moves and collaborative patterns -- Collaborative mindset-interactional moves-L2 learning -- Limitations -- Pedagogical implications -- References -- 4. Interactional behaviours of low-proficiency learners in small group work -- Introduction -- Learner proficiency -- Methodology -- Participants -- Task design -- Methodological framework -- Data collection -- Data analysis -- Findings -- Discussion -- Interlocutors' proficiency levels and LREs -- Learners' perception of group work and interlocutors' proficiency levels -- Peer interaction -- Learners' participation and successful small group work -- Pedagogical implications -- Conclusion -- References -- Appendix A -- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom -- Introduction -- Collaborative dialogue as a scaffold for student learning -- Proficiency levels, peer interaction and CD -- Methodology -- Theoretical/methodological framework -- Setting, data collection, and analysis -- Findings -- Preliminary analysis of status positioning in relation to CD -- Micro discourse analysis -- Hannah in homogeneous group: co-creation of meaning with peer scaffolding -- Hannah in heterogeneous group: positioned as nonparticipant/ silenced through peer feedback. Anna in homogeneous group: on-going collaborative dialogue -- Anna in heterogeneous group: silenced by being ignored -- Julio in homogeneous group: trajectory of biliterate proficiency -- Julio in heterogeneous group: linguistic bullying and potential forlanguageattrition -- Nadia in homogeneous group: resistance to "expert" positioning -- Nadia in heterogeneous: excessive languaging -- Discussion/implications -- Pedagogical implications: The false promise of heterogeneous grouping -- Limitations -- Conclusion -- References -- Appendix -- II. Tasks and interactional modalities -- 6. Peer interaction in F2F and CMC contexts -- Introduction -- Literature review -- Research questions -- Methods -- Methodological framework -- Participants -- Materials -- Procedure -- Coding -- Analysis -- Results -- LREs/Recasts -- Discussion -- Pedagogical implications -- Conclusions, limitations, and future research -- References -- 7. Thai EFL learners' interaction during collaborative writing and its relationship to text quali -- Literature review -- Method -- Methodological framework -- Participants -- Instructional context -- Materials -- Procedure -- Analysis -- Results -- Discussion -- Pedagogical implications -- Limitations and future research -- References -- Appendix A -- Appendix B -- 8. Engagement with the language: Examining learners' affective and social engagement -- Introduction -- Literature review -- Role of learner-initiated language awareness in interaction and L2 learning -- Researching learner-initiated language awareness during peer interaction -- Task design factors as mediating language awareness -- Task interaction environment as mediating language awareness -- Possible relationships between task complexity and interaction environment -- Summary and justification for current study -- Methodology -- Participants. Task complexity and target structure -- Materials -- Procedure -- Data sources, coding, and analysis -- Results -- Cognitive engagement -- Affective engagement -- Social engagement -- Results summary -- Discussion -- Cognitive engagement -- Affective engagement -- Social engagement -- Pedagogical implications -- Limitations -- Conclusion -- References -- Appendix -- 9. EFL task-based interaction: Does task modality impact on language-related episodes? -- Introduction -- Interaction and language learning opportunities -- Task modality: Speaking vs. writing tasks -- The study -- Participants -- Materials -- Procedure -- Data analysis and codification -- Results -- Discussion -- Nature of LREs -- Outcome of LREs -- Level of engagement in LREs -- Conclusion and pedagogical implications -- References -- Appendix -- 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts -- Introduction -- Patterns of interaction in collaborative writing -- Attention to language -- The study -- Participants -- Tasks -- Data collection -- Theoretical framework informing data analysis -- Findings -- Discussion -- Pedagogical implications -- References -- 11. Small-group meta-analytic talk and Spanish L2 development -- Introduction -- Literature review -- Social in-group interactional patterns -- Depth of processing and cognitive levels in SLA -- The present study -- Methodological framework -- Methodology -- Participants and instructional context -- PACE lessons and instructional target -- Data gathering and analysis -- Results -- In-group interactional patterns -- Discussion -- Quantitative results -- Qualitative results and interactional patterns -- Pedagogical implications -- Summary -- References -- Appendix -- III. Learning settings -- 12 How adolescents use social discourse to open space for language learning during peer interactions. Introduction -- Research questions -- Conceptual and methodological framework -- Methods -- Context -- Language ambassador program design -- Data analysis -- Developing an analytical framework for social discourse -- Findings -- Social inquiry builds solidarity and affords opportunities to understand how to use the target langu -- Discursive support creates safe space to ask questions andtakerisksusinglanguage -- Discursive support leads to solidarity and further questions about language -- Conclusions -- Pedagogical implications -- Acknowledgements -- References -- Appendix -- 13. Peer interaction while learning to read in a new language -- Introduction and literature review -- Methodology -- Methodological framework -- Research context -- Participants: Ayan and Aisha -- Data collection and task description -- Data analysis -- Findings -- Participation structure 1 (story pages 1-6) -- Participation structure 2 (story pages 6-11) -- Participation structure 3 (story pages 12-16) -- Participation structure 4 (story pages 17-32) -- Summary of findings -- Discussion -- Conclusion and pedagogical implications -- Acknowledgement -- References -- Appendix 1 -- Epilogue: New pathways in researching interaction -- Introduction -- Describing and exploring learning in the context of peer interaction -- Sociocultural approaches -- Cognitive approaches -- Mixed methods approaches -- Social relations and learning through peer interaction -- Engagement in peer interaction -- The role of the teacher in peer interaction -- References -- Index. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition Study and teaching. Second language acquisition Research. Interaction analysis in education Research. Interlanguage (Language learning) Research. Langage et langues Étude et enseignement. Langue seconde Acquisition Étude et enseignement. Langue seconde Acquisition Recherche. Interaction en éducation Recherche. Interlangue (Apprentissage des langues) Recherche. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Interaction analysis in education Research fast Interlanguage (Language learning) Research fast Language and languages Study and teaching fast Second language acquisition Research fast Second language acquisition Study and teaching fast Electronic book. Sato, Masatoshi, 1980- author. Ballinger, Susan Gail, author. Print version: Peer interaction and second language learning. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 9789027213327 (DLC) 2016001357 Language learning and language teaching ; v. 45. http://id.loc.gov/authorities/names/n2002025196 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1190900 Volltext |
| spellingShingle | Sato, Masatoshi, 1980- Ballinger, Susan Gail Peer interaction and second language learning : pedagogical potential and research agenda / Language learning and language teaching ; Peer Interaction and Second Language Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgement of reviewers -- Understanding peer interaction: Research synthesis and directions -- Introduction -- Framework of this volume -- Framework of this chapter -- What is unique about peer interaction? -- A distinct type of interaction -- A facilitator of L2 processing -- A context for L2 development -- A versatile pedagogical option -- Theories of peer interaction -- The cognitive perspective -- The sociocultural perspective -- Sociocognitive perspectives -- Mediating variables affecting peer interaction -- Task type -- Proficiency level -- Modality of interaction -- Learner relationships -- Pedagogical interventions -- About this book -- References -- I. Interactional patterns and learner characteristics -- 1. Peer interaction and learning: A focus on the silent learner -- Introduction -- Method -- Participants -- Collaborative writing task -- Vocabulary pretest and posttest -- Procedures -- Data coding and analysis -- Findings -- Jack -- Chris -- David -- Conclusions -- Pedagogical implications -- References -- Appendix A -- Appendix B -- Appendix C -- 2. Peer interaction and metacognitive instruction in the EFL classroom -- Introduction -- Interaction and second language development -- Feedback in peer interaction -- Peer interaction and foreign language contexts -- The learner's role in learning -- Targeted instruction -- The current research -- Method -- Methodological framework -- Participants -- Materials -- Analysis -- Results -- Summary of results -- Discussion -- Metacognitive instruction and learner interaction -- Learner-learner interaction -- Feedback and negotiation -- Limitations -- Conclusion and pedagogical implications -- References -- Appendix A. 3. Interaction or collaboration? Group dynamics in the foreign language classroom -- Introduction -- Literature review -- Peer corrective feedback and L2 learning -- Collaborative peer interaction and L2 learning -- Proficiency and interactional moves -- Methodology -- Methodological framework -- Chilean EFL context -- Participants -- Intervention -- Data collection and analysis -- Quantitative results -- Corrective feedback and modified output -- Collaborative behaviours -- Qualitative results -- Discussion -- The effect of proficiency on interaction and collaboration -- Interactional moves and collaborative patterns -- Collaborative mindset-interactional moves-L2 learning -- Limitations -- Pedagogical implications -- References -- 4. Interactional behaviours of low-proficiency learners in small group work -- Introduction -- Learner proficiency -- Methodology -- Participants -- Task design -- Methodological framework -- Data collection -- Data analysis -- Findings -- Discussion -- Interlocutors' proficiency levels and LREs -- Learners' perception of group work and interlocutors' proficiency levels -- Peer interaction -- Learners' participation and successful small group work -- Pedagogical implications -- Conclusion -- References -- Appendix A -- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom -- Introduction -- Collaborative dialogue as a scaffold for student learning -- Proficiency levels, peer interaction and CD -- Methodology -- Theoretical/methodological framework -- Setting, data collection, and analysis -- Findings -- Preliminary analysis of status positioning in relation to CD -- Micro discourse analysis -- Hannah in homogeneous group: co-creation of meaning with peer scaffolding -- Hannah in heterogeneous group: positioned as nonparticipant/ silenced through peer feedback. Anna in homogeneous group: on-going collaborative dialogue -- Anna in heterogeneous group: silenced by being ignored -- Julio in homogeneous group: trajectory of biliterate proficiency -- Julio in heterogeneous group: linguistic bullying and potential forlanguageattrition -- Nadia in homogeneous group: resistance to "expert" positioning -- Nadia in heterogeneous: excessive languaging -- Discussion/implications -- Pedagogical implications: The false promise of heterogeneous grouping -- Limitations -- Conclusion -- References -- Appendix -- II. Tasks and interactional modalities -- 6. Peer interaction in F2F and CMC contexts -- Introduction -- Literature review -- Research questions -- Methods -- Methodological framework -- Participants -- Materials -- Procedure -- Coding -- Analysis -- Results -- LREs/Recasts -- Discussion -- Pedagogical implications -- Conclusions, limitations, and future research -- References -- 7. Thai EFL learners' interaction during collaborative writing and its relationship to text quali -- Literature review -- Method -- Methodological framework -- Participants -- Instructional context -- Materials -- Procedure -- Analysis -- Results -- Discussion -- Pedagogical implications -- Limitations and future research -- References -- Appendix A -- Appendix B -- 8. Engagement with the language: Examining learners' affective and social engagement -- Introduction -- Literature review -- Role of learner-initiated language awareness in interaction and L2 learning -- Researching learner-initiated language awareness during peer interaction -- Task design factors as mediating language awareness -- Task interaction environment as mediating language awareness -- Possible relationships between task complexity and interaction environment -- Summary and justification for current study -- Methodology -- Participants. Task complexity and target structure -- Materials -- Procedure -- Data sources, coding, and analysis -- Results -- Cognitive engagement -- Affective engagement -- Social engagement -- Results summary -- Discussion -- Cognitive engagement -- Affective engagement -- Social engagement -- Pedagogical implications -- Limitations -- Conclusion -- References -- Appendix -- 9. EFL task-based interaction: Does task modality impact on language-related episodes? -- Introduction -- Interaction and language learning opportunities -- Task modality: Speaking vs. writing tasks -- The study -- Participants -- Materials -- Procedure -- Data analysis and codification -- Results -- Discussion -- Nature of LREs -- Outcome of LREs -- Level of engagement in LREs -- Conclusion and pedagogical implications -- References -- Appendix -- 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts -- Introduction -- Patterns of interaction in collaborative writing -- Attention to language -- The study -- Participants -- Tasks -- Data collection -- Theoretical framework informing data analysis -- Findings -- Discussion -- Pedagogical implications -- References -- 11. Small-group meta-analytic talk and Spanish L2 development -- Introduction -- Literature review -- Social in-group interactional patterns -- Depth of processing and cognitive levels in SLA -- The present study -- Methodological framework -- Methodology -- Participants and instructional context -- PACE lessons and instructional target -- Data gathering and analysis -- Results -- In-group interactional patterns -- Discussion -- Quantitative results -- Qualitative results and interactional patterns -- Pedagogical implications -- Summary -- References -- Appendix -- III. Learning settings -- 12 How adolescents use social discourse to open space for language learning during peer interactions. Introduction -- Research questions -- Conceptual and methodological framework -- Methods -- Context -- Language ambassador program design -- Data analysis -- Developing an analytical framework for social discourse -- Findings -- Social inquiry builds solidarity and affords opportunities to understand how to use the target langu -- Discursive support creates safe space to ask questions andtakerisksusinglanguage -- Discursive support leads to solidarity and further questions about language -- Conclusions -- Pedagogical implications -- Acknowledgements -- References -- Appendix -- 13. Peer interaction while learning to read in a new language -- Introduction and literature review -- Methodology -- Methodological framework -- Research context -- Participants: Ayan and Aisha -- Data collection and task description -- Data analysis -- Findings -- Participation structure 1 (story pages 1-6) -- Participation structure 2 (story pages 6-11) -- Participation structure 3 (story pages 12-16) -- Participation structure 4 (story pages 17-32) -- Summary of findings -- Discussion -- Conclusion and pedagogical implications -- Acknowledgement -- References -- Appendix 1 -- Epilogue: New pathways in researching interaction -- Introduction -- Describing and exploring learning in the context of peer interaction -- Sociocultural approaches -- Cognitive approaches -- Mixed methods approaches -- Social relations and learning through peer interaction -- Engagement in peer interaction -- The role of the teacher in peer interaction -- References -- Index. Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition Study and teaching. Second language acquisition Research. Interaction analysis in education Research. Interlanguage (Language learning) Research. Langage et langues Étude et enseignement. Langue seconde Acquisition Étude et enseignement. Langue seconde Acquisition Recherche. Interaction en éducation Recherche. Interlangue (Apprentissage des langues) Recherche. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Interaction analysis in education Research fast Interlanguage (Language learning) Research fast Language and languages Study and teaching fast Second language acquisition Research fast Second language acquisition Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074536 |
| title | Peer interaction and second language learning : pedagogical potential and research agenda / |
| title_auth | Peer interaction and second language learning : pedagogical potential and research agenda / |
| title_exact_search | Peer interaction and second language learning : pedagogical potential and research agenda / |
| title_full | Peer interaction and second language learning : pedagogical potential and research agenda / edited by Masatoshi Sato and Susan Ballinger. |
| title_fullStr | Peer interaction and second language learning : pedagogical potential and research agenda / edited by Masatoshi Sato and Susan Ballinger. |
| title_full_unstemmed | Peer interaction and second language learning : pedagogical potential and research agenda / edited by Masatoshi Sato and Susan Ballinger. |
| title_short | Peer interaction and second language learning : |
| title_sort | peer interaction and second language learning pedagogical potential and research agenda |
| title_sub | pedagogical potential and research agenda / |
| topic | Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition Study and teaching. Second language acquisition Research. Interaction analysis in education Research. Interlanguage (Language learning) Research. Langage et langues Étude et enseignement. Langue seconde Acquisition Étude et enseignement. Langue seconde Acquisition Recherche. Interaction en éducation Recherche. Interlangue (Apprentissage des langues) Recherche. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Interaction analysis in education Research fast Interlanguage (Language learning) Research fast Language and languages Study and teaching fast Second language acquisition Research fast Second language acquisition Study and teaching fast |
| topic_facet | Language and languages Study and teaching. Second language acquisition Study and teaching. Second language acquisition Research. Interaction analysis in education Research. Interlanguage (Language learning) Research. Langage et langues Étude et enseignement. Langue seconde Acquisition Étude et enseignement. Langue seconde Acquisition Recherche. Interaction en éducation Recherche. Interlangue (Apprentissage des langues) Recherche. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Interaction analysis in education Research Interlanguage (Language learning) Research Language and languages Study and teaching Second language acquisition Research Second language acquisition Study and teaching Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1190900 |
| work_keys_str_mv | AT satomasatoshi peerinteractionandsecondlanguagelearningpedagogicalpotentialandresearchagenda AT ballingersusangail peerinteractionandsecondlanguagelearningpedagogicalpotentialandresearchagenda |