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| Autor/inn/en | Kim, YouJin; McDonough, Kim |
|---|---|
| Titel | The Effect of Interlocutor Proficiency on the Collaborative Dialogue between Korean as a Second Language Learners |
| Quelle | In: Language Teaching Research, 12 (2008) 2, S.211-234 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1362-1688 |
| DOI | 10.1177/1362168807086288 |
| Schlagwörter | Learning Activities; Second Language Learning; Korean; Language Proficiency; Language Research; Grammar; Second Language Instruction; Interaction; Discourse Analysis; Teaching Methods; Cooperative Learning |
| Abstract | Previous research has shown that second language (L2) learners reflect on language form when carrying out collaborative activities in L2 classrooms. This study explored which language forms Korean as a second language (KSL) learners focused on and how their linguistic issues were resolved when collaborating with interlocutors from different proficiency levels. Eight intermediate Korean L2 learners interacted with an intermediate interlocutor (n = 8) and with an advanced interlocutor (n = 8). Their collaborative dialogue was analyzed in terms of (a) the occurrence and resolution of lexical and grammatical language-related episodes (LREs) and (b) the patterns of interaction with their interlocutors. Results showed that the collaborative dialogue with advanced interlocutors contained significantly more lexical LREs and correctly resolved LREs. In terms of their patterns of interaction, the learners showed different pair dynamics when collaborating with interlocutors from different proficiency levels. The findings are discussed in terms of the pedagogical implications for the use of collaborative tasks in L2 classrooms. (Contains 5 tables.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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