John Benjamins Publishing Company
Chapter 6. Tandem interaction enhancement
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Elena Nuzzo
Abstract
This chapter discusses the applicability of the construct of focus on form, one of Michael Long’s most prominent contributions to the field of instructed second language acquisition, in the very particular context of tandem learning. In tandem interactions, two partners learning each other’s language assume in turn the role of the native-speaker teacher. These low-structured learning environments would benefit from the implementation of focus-on-form pedagogical procedures including, but not limited to, corrective feedback. An external manipulation on the part of the tandem organizer, which I call ‘interaction enhancement’, is needed to push the partners to systematically and confidently apply focus-on-form techniques to their exchanges.
Abstract
This chapter discusses the applicability of the construct of focus on form, one of Michael Long’s most prominent contributions to the field of instructed second language acquisition, in the very particular context of tandem learning. In tandem interactions, two partners learning each other’s language assume in turn the role of the native-speaker teacher. These low-structured learning environments would benefit from the implementation of focus-on-form pedagogical procedures including, but not limited to, corrective feedback. An external manipulation on the part of the tandem organizer, which I call ‘interaction enhancement’, is needed to push the partners to systematically and confidently apply focus-on-form techniques to their exchanges.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- In memory of Professor Michael H. Long (1945–2021) vii
- Acknowledgements ix
- Preface xi
- About the editor and contributors xix
- Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
- Chapter 2. Taking the Long view 9
- Chapter 3. Stabilization 29
- Chapter 4. Enhanced incidental learning 77
- Chapter 5. The uncertainty principle in second language acquisition 101
- Chapter 6. Tandem interaction enhancement 113
- Chapter 7. Immediate versus delayed oral negative feedback 127
- Chapter 8. A calculus for L1 transfer 143
- Chapter 9. Age of acquisition in second language thinking 177
- Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
- Chapter 11. Performance on second language speaking tasks 211
- Chapter 12. A task-based needs analysis framework for TBLT 235
- Chapter 13. Can focus on form have an effect on language development? 257
- Index 273
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- In memory of Professor Michael H. Long (1945–2021) vii
- Acknowledgements ix
- Preface xi
- About the editor and contributors xix
- Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
- Chapter 2. Taking the Long view 9
- Chapter 3. Stabilization 29
- Chapter 4. Enhanced incidental learning 77
- Chapter 5. The uncertainty principle in second language acquisition 101
- Chapter 6. Tandem interaction enhancement 113
- Chapter 7. Immediate versus delayed oral negative feedback 127
- Chapter 8. A calculus for L1 transfer 143
- Chapter 9. Age of acquisition in second language thinking 177
- Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
- Chapter 11. Performance on second language speaking tasks 211
- Chapter 12. A task-based needs analysis framework for TBLT 235
- Chapter 13. Can focus on form have an effect on language development? 257
- Index 273
