The Impact of Linguistic Background on the Nature of Classroom Dyadic Interactions: Evidence from L2 and L3 Learners of English as a Foreign Language

Autor/inn/en	Tavakol, Mahbube; Tavakoli, Mansoor; Ketabi, Saeed
Titel	The Impact of Linguistic Background on the Nature of Classroom Dyadic Interactions: Evidence from L2 and L3 Learners of English as a Foreign Language
Quelle	In: International Multilingual Research Journal, 16 (2022) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tavakol, Mahbube) ORCID (Ketabi, Saeed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1929761
Schlagwörter	Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Sociocultural Patterns; Learning Theories; Learning Experience; French; Language Proficiency; Grammar; Task Analysis; Comparative Analysis; Interaction Process Analysis; Educational Benefits; Intercultural Communication; Transfer of Training; Rating Scales; Guidelines; Student Attitudes; Peer Relationship; Dialogs (Language); Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Learning theory; Lerntheorie; Lernerfahrung; Französisch; Language skill; Language skills; Sprachkompetenz; Grammatik; Aufgabenanalyse; Prozessanalyse; Bildungsertrag; Interkulturelle Kommunikation; Training; Transfer; Ausbildung; Rating-Skala; Richtlinien; Schülerverhalten; Peer-Beziehungen; Dialog; Dialogs; Dialogue; Dialogues; Ausland
Abstract	Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Their measured English proficiency corresponded to A2 level. They were presented with two similar grammar-based tasks on sessions 11 and 12 with different pairing configurations and an isomorphic version of both tasks on session 13 to be completed individually. Data from pair talks and individual performances were analyzed in three stages to: (1) find the major factors distinguishing the quality of interactions; (2) compare the quality of L2ers and L3ers' interactions when they were matched or mixed; and (3) examine the learning benefits of the interactions across L2ers and L3ers in terms of transferring knowledge from interactions to their subsequent individual productions. The findings indicated a role for linguistic background in mediating the nature of pair interactions and shaping dyadic relationships by impacting L2ers and L3ers' perception of each other's proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01