4. Interactional behaviours of low-proficiency learners in small group work
-
Hyunsik Choi
Abstract
Building on empirical studies investigating the relationship between interlocutors’ proficiency and learning opportunities in pair work, this chapter examines how group members’ proficiency affected the occurrence and outcome of language related episodes (LREs) and also how their proficiency level affected their perception of working within a small group. Two low-proficiency ESL learners engaged in three small group discussion tasks. For each task, the two learners were grouped into one of three proficiency levels: high-proficiency dominant, low-proficiency dominant, and low-proficiency. The interactional data of the three groups was analysed in terms of the types and outcomes of LREs. While the occurrence and outcome of LREs appeared to be dependent on the interlocutors’ proficiency levels, their perceptions of and contributions to group work were largely dependent on the interlocutors’ attitudes toward sharing ideas in completing the task.
Abstract
Building on empirical studies investigating the relationship between interlocutors’ proficiency and learning opportunities in pair work, this chapter examines how group members’ proficiency affected the occurrence and outcome of language related episodes (LREs) and also how their proficiency level affected their perception of working within a small group. Two low-proficiency ESL learners engaged in three small group discussion tasks. For each task, the two learners were grouped into one of three proficiency levels: high-proficiency dominant, low-proficiency dominant, and low-proficiency. The interactional data of the three groups was analysed in terms of the types and outcomes of LREs. While the occurrence and outcome of LREs appeared to be dependent on the interlocutors’ proficiency levels, their perceptions of and contributions to group work were largely dependent on the interlocutors’ attitudes toward sharing ideas in completing the task.
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
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
