Literaturnachweis - Detailanzeige
| Autor/inn/en | Watanabe, Yuko; Swain, Merrill |
|---|---|
| Titel | Effects of Proficiency Differences and Patterns of Pair Interaction on Second Language Learning: Collaborative Dialogue between Adult ESL Learners |
| Quelle | In: Language Teaching Research, 11 (2007) 2, S.121-142 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1362-1688 |
| DOI | 10.1177/136216880607074599 |
| Schlagwörter | English (Second Language); Second Language Learning; Scores; Language Proficiency; Qualitative Research; Statistical Analysis; Writing (Composition); Task Analysis; Recall (Psychology); Peer Influence; Pretests Posttests; Foreign Countries; Japanese; Native Speakers; Canada |
| Abstract | This study investigated the effects of second language (L2) proficiency differences in pairs and patterns of interaction on L2 learning, making use of both qualitative and quantitative data. We designed the study in such a way that four different "core" participants interacted with higher and lower proficiency "non-core" participants. These learners engaged in a three-stage task involving pair writing, pair comparison (between their original text and a reformulated version of it) and individual writing. The core participants also engaged in a stimulated recall after the task. We analysed each pair's collaborative dialogue in terms of language-related episodes and patterns of pair interaction (Storch, 2002a) as well as each learner's individual post-test score. The findings suggested that the patterns of pair interaction greatly influenced the frequency of LREs and post-test performance. When the learners engaged in collaborative patterns of interaction, they were more likely to achieve higher posttest scores regardless of their partner's proficiency level. It seems that proficiency differences do not necessarily affect the nature of peer assistance and L2 learning. (Contains 7 tables and 8 notes.) (As Provided). |
| 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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