6. Peer interaction in F2F and CMC contexts
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Shawn Loewen
Abstract
The current chapter adopts an interactionist perspective to investigate various characteristics of L2 learners’ interaction in three different communication modalities: face-to-face, oral synchronous computer-mediated communication, and written synchronous computer-mediated communication. Forty-eight intermediate proficiency L2 learners of English engaged in three different interactive tasks in one of the three communicative contexts. Characteristics of interaction that are considered to be beneficial for L2 development, namely negotiation for meaning, recasts, and language-related episodes, were identified in the discourse and compared across the three modalities. In addition, task effects on interaction were compared. Results indicated that interaction during the face-to-face and oral synchronous computer-mediated communication was similar, but differed from written synchronous computer-mediated communication in terms of a greater number of confirmation checks and language-related episodes. However, no differences in interactional features were found across the three different tasks. These results suggest that different communication modalities may afford different opportunities for learners.
Abstract
The current chapter adopts an interactionist perspective to investigate various characteristics of L2 learners’ interaction in three different communication modalities: face-to-face, oral synchronous computer-mediated communication, and written synchronous computer-mediated communication. Forty-eight intermediate proficiency L2 learners of English engaged in three different interactive tasks in one of the three communicative contexts. Characteristics of interaction that are considered to be beneficial for L2 development, namely negotiation for meaning, recasts, and language-related episodes, were identified in the discourse and compared across the three modalities. In addition, task effects on interaction were compared. Results indicated that interaction during the face-to-face and oral synchronous computer-mediated communication was similar, but differed from written synchronous computer-mediated communication in terms of a greater number of confirmation checks and language-related episodes. However, no differences in interactional features were found across the three different tasks. These results suggest that different communication modalities may afford different opportunities for learners.
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
