Identifying Linguistic Markers of Collaboration in Second Language Peer Interaction: A Lexico-Grammatical Approach

Autor/inn/en	Crawford, William J.; McDonough, Kim; Brun-Mercer, Nicole
Titel	Identifying Linguistic Markers of Collaboration in Second Language Peer Interaction: A Lexico-Grammatical Approach
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 1, S.180-207 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.477
Schlagwörter	Second Language Learning; Second Language Instruction; Peer Relationship; Language Tests; Oral Language; English (Second Language); Scoring Rubrics; Cooperative Learning; Evaluators; Computational Linguistics; Formative Evaluation; Intensive Language Courses; Form Classes (Languages); Grammar + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Peer-Beziehungen; Language test; Sprachtest; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Scoring formulas; Auswertungsbogen; Kooperatives Lernen; Linguistics; Computerlinguistik; Intensivkurs; Sprachkurs; Analytischer Sprachbau; Grammatik
Abstract	Although there is consensus that collaboration refers to two or more learners working together to accomplish a task (Davin & Donato, [Davin, K., 2013]; Ohta, [Ohta, A., 2001]), debate remains about how to assess collaboration. Researchers have pursued two approaches to evaluate collaboration during peer interaction: rater judgments (e.g., Ahmadi & Sedeghi, 2016; Winke, [Winke, P., 2013]) and qualitative coding of interactional patterns (e.g., Galaczi, [Galaczi, E. D., 2008]; Storch, [Storch, N., 2002a]). Largely absent, however, has been any attempt to describe the linguistic features of collaboration. Therefore, the present study uses corpus linguistic techniques to identify the linguistic markers of collaborative and noncollaborative peer interactions. Students of English as a second language (N = 80) enrolled in an intensive English program carried out a paired oral test as part of the program's formative assessment procedures. Their interactions were audio-recorded and rated using an analytic rubric with three categories (collaboration, task completion, and style), and transcripts were analyzed for 146 linguistic features using the Biber Tagger (Biber, [Biber, D., 1988]). Linguistic features associated with high collaboration included first- and second-person pronouns, "wh"-questions, "that" deletion, and subordinate conjunctions, whereas low-collaboration interactions were characterized by nominal forms. The collaborative and noncollaborative functions served by these linguistic features are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01