11. Small-group meta-analytic talk and Spanish L2 development
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Kara Moranski
Abstract
In this chapter, we examine the meta-analytic talk of nine adolescent L2 Spanish learners and their subsequent accuracy on a grammaticality judgment task, with the pronoun se as an instructional target. Data come from a U.S. high school during three 90-minute lessons, where learners “co-constructed” rules for se in groups based on its use in reading passages. We coded learners’ analytic talk as belonging to higher or lower levels of analytical abstraction (LAAs) to distinguish labeling L2 forms and categories from identifying broader patterns and rules. The amount of individual and group analytic talk, as well as talk at higher LAAs, was compared to individual grammaticality judgment scores before and six weeks after instruction. Results show that learners in groups with greater mutuality improved their scores even when their overall individual participation was only low or moderate. Implications for theory and practice are discussed.
Abstract
In this chapter, we examine the meta-analytic talk of nine adolescent L2 Spanish learners and their subsequent accuracy on a grammaticality judgment task, with the pronoun se as an instructional target. Data come from a U.S. high school during three 90-minute lessons, where learners “co-constructed” rules for se in groups based on its use in reading passages. We coded learners’ analytic talk as belonging to higher or lower levels of analytical abstraction (LAAs) to distinguish labeling L2 forms and categories from identifying broader patterns and rules. The amount of individual and group analytic talk, as well as talk at higher LAAs, was compared to individual grammaticality judgment scores before and six weeks after instruction. Results show that learners in groups with greater mutuality improved their scores even when their overall individual participation was only low or moderate. Implications for theory and practice are discussed.
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
