1. Peer interaction and learning
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Ana Fernández-Dobao
Abstract
This chapter investigated whether all learners benefitted from the lexical language-related episodes (LREs) produced in small group interaction, even when acting as silent observers of their peers’ collaborative work. Using a pretest-posttest design, evidence was obtained confirming that silent learners did benefit from LREs. In fact, they were almost as likely to gain new knowledge as those learners who triggered the episodes. These findings indicate that silent learners were as actively engaged with the vocabulary being discussed in the LREs as their speaking peers. Other factors, such as the length of the episode and the amount of negotiation and repetition, seemed to have a stronger influence on learning than the actual opportunities to speak. The pedagogical implications of these findings are discussed.
Abstract
This chapter investigated whether all learners benefitted from the lexical language-related episodes (LREs) produced in small group interaction, even when acting as silent observers of their peers’ collaborative work. Using a pretest-posttest design, evidence was obtained confirming that silent learners did benefit from LREs. In fact, they were almost as likely to gain new knowledge as those learners who triggered the episodes. These findings indicate that silent learners were as actively engaged with the vocabulary being discussed in the LREs as their speaking peers. Other factors, such as the length of the episode and the amount of negotiation and repetition, seemed to have a stronger influence on learning than the actual opportunities to speak. The pedagogical implications of these findings are discussed.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement of reviewers vii
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Introduction
- Understanding peer interaction 1
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Section I: Interactional patterns and learner characteristics
- 1. Peer interaction and learning 33
- 2. Peer interaction and metacognitive instruction in the EFL classroom 63
- 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
- 4. Interactional behaviours of low-proficiency learners in small group work 113
- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
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Section II: Tasks and interactional modalities
- 6. Peer interaction in F2F and CMC contexts 163
- 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
- 8. Engagement with the language 209
- 9. EFL task-based interaction 241
- 10. A focus on mode 267
- 11. Small-group meta-analytic talk and Spanish L2 development 291
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Section III: Learning settings
- 12. How adolescents use social discourse to open space for language learning during peer interactions 319
- 13. Peer interaction while learning to read in a new language 349
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Epilogue
- New pathways in researching interaction 377
- Index 397
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement of reviewers vii
-
Introduction
- Understanding peer interaction 1
-
Section I: Interactional patterns and learner characteristics
- 1. Peer interaction and learning 33
- 2. Peer interaction and metacognitive instruction in the EFL classroom 63
- 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
- 4. Interactional behaviours of low-proficiency learners in small group work 113
- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
-
Section II: Tasks and interactional modalities
- 6. Peer interaction in F2F and CMC contexts 163
- 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
- 8. Engagement with the language 209
- 9. EFL task-based interaction 241
- 10. A focus on mode 267
- 11. Small-group meta-analytic talk and Spanish L2 development 291
-
Section III: Learning settings
- 12. How adolescents use social discourse to open space for language learning during peer interactions 319
- 13. Peer interaction while learning to read in a new language 349
-
Epilogue
- New pathways in researching interaction 377
- Index 397
