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|a 9789027267177
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|z 9789027213327
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| 245 |
0 |
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|a Peer interaction and second language learning :
|b pedagogical potential and research agenda /
|c edited by Masatoshi Sato and Susan Ballinger.
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| 264 |
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1 |
|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Publishing Company,
|c [2016]
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
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|a computer
|b c
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Language Learning & Language Teaching,
|x 1569-9471 ;
|v 45
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| 504 |
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|a Includes bibliographical references and index.
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| 588 |
0 |
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|a Print version record and CIP data provided by publisher.
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| 505 |
0 |
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|a Peer Interaction and Second Language Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgement of reviewers -- Understanding peer interaction: Research synthesis and directions -- Introduction -- Framework of this volume -- Framework of this chapter -- What is unique about peer interaction? -- A distinct type of interaction -- A facilitator of L2 processing -- A context for L2 development -- A versatile pedagogical option -- Theories of peer interaction -- The cognitive perspective -- The sociocultural perspective -- Sociocognitive perspectives -- Mediating variables affecting peer interaction -- Task type -- Proficiency level -- Modality of interaction -- Learner relationships -- Pedagogical interventions -- About this book -- References -- I. Interactional patterns and learner characteristics -- 1. Peer interaction and learning: A focus on the silent learner -- Introduction -- Method -- Participants -- Collaborative writing task -- Vocabulary pretest and posttest -- Procedures -- Data coding and analysis -- Findings -- Jack -- Chris -- David -- Conclusions -- Pedagogical implications -- References -- Appendix A -- Appendix B -- Appendix C -- 2. Peer interaction and metacognitive instruction in the EFL classroom -- Introduction -- Interaction and second language development -- Feedback in peer interaction -- Peer interaction and foreign language contexts -- The learner's role in learning -- Targeted instruction -- The current research -- Method -- Methodological framework -- Participants -- Materials -- Analysis -- Results -- Summary of results -- Discussion -- Metacognitive instruction and learner interaction -- Learner-learner interaction -- Feedback and negotiation -- Limitations -- Conclusion and pedagogical implications -- References -- Appendix A.
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| 505 |
8 |
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|a 3. Interaction or collaboration? Group dynamics in the foreign language classroom -- Introduction -- Literature review -- Peer corrective feedback and L2 learning -- Collaborative peer interaction and L2 learning -- Proficiency and interactional moves -- Methodology -- Methodological framework -- Chilean EFL context -- Participants -- Intervention -- Data collection and analysis -- Quantitative results -- Corrective feedback and modified output -- Collaborative behaviours -- Qualitative results -- Discussion -- The effect of proficiency on interaction and collaboration -- Interactional moves and collaborative patterns -- Collaborative mindset-interactional moves-L2 learning -- Limitations -- Pedagogical implications -- References -- 4. Interactional behaviours of low-proficiency learners in small group work -- Introduction -- Learner proficiency -- Methodology -- Participants -- Task design -- Methodological framework -- Data collection -- Data analysis -- Findings -- Discussion -- Interlocutors' proficiency levels and LREs -- Learners' perception of group work and interlocutors' proficiency levels -- Peer interaction -- Learners' participation and successful small group work -- Pedagogical implications -- Conclusion -- References -- Appendix A -- 5. Collaborative dialogue in a two-way Spanish/English immersion classroom -- Introduction -- Collaborative dialogue as a scaffold for student learning -- Proficiency levels, peer interaction and CD -- Methodology -- Theoretical/methodological framework -- Setting, data collection, and analysis -- Findings -- Preliminary analysis of status positioning in relation to CD -- Micro discourse analysis -- Hannah in homogeneous group: co-creation of meaning with peer scaffolding -- Hannah in heterogeneous group: positioned as nonparticipant/ silenced through peer feedback.
|
| 505 |
8 |
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|a Anna in homogeneous group: on-going collaborative dialogue -- Anna in heterogeneous group: silenced by being ignored -- Julio in homogeneous group: trajectory of biliterate proficiency -- Julio in heterogeneous group: linguistic bullying and potential forlanguageattrition -- Nadia in homogeneous group: resistance to "expert" positioning -- Nadia in heterogeneous: excessive languaging -- Discussion/implications -- Pedagogical implications: The false promise of heterogeneous grouping -- Limitations -- Conclusion -- References -- Appendix -- II. Tasks and interactional modalities -- 6. Peer interaction in F2F and CMC contexts -- Introduction -- Literature review -- Research questions -- Methods -- Methodological framework -- Participants -- Materials -- Procedure -- Coding -- Analysis -- Results -- LREs/Recasts -- Discussion -- Pedagogical implications -- Conclusions, limitations, and future research -- References -- 7. Thai EFL learners' interaction during collaborative writing and its relationship to text quali -- Literature review -- Method -- Methodological framework -- Participants -- Instructional context -- Materials -- Procedure -- Analysis -- Results -- Discussion -- Pedagogical implications -- Limitations and future research -- References -- Appendix A -- Appendix B -- 8. Engagement with the language: Examining learners' affective and social engagement -- Introduction -- Literature review -- Role of learner-initiated language awareness in interaction and L2 learning -- Researching learner-initiated language awareness during peer interaction -- Task design factors as mediating language awareness -- Task interaction environment as mediating language awareness -- Possible relationships between task complexity and interaction environment -- Summary and justification for current study -- Methodology -- Participants.
|
| 505 |
8 |
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|a Task complexity and target structure -- Materials -- Procedure -- Data sources, coding, and analysis -- Results -- Cognitive engagement -- Affective engagement -- Social engagement -- Results summary -- Discussion -- Cognitive engagement -- Affective engagement -- Social engagement -- Pedagogical implications -- Limitations -- Conclusion -- References -- Appendix -- 9. EFL task-based interaction: Does task modality impact on language-related episodes? -- Introduction -- Interaction and language learning opportunities -- Task modality: Speaking vs. writing tasks -- The study -- Participants -- Materials -- Procedure -- Data analysis and codification -- Results -- Discussion -- Nature of LREs -- Outcome of LREs -- Level of engagement in LREs -- Conclusion and pedagogical implications -- References -- Appendix -- 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts -- Introduction -- Patterns of interaction in collaborative writing -- Attention to language -- The study -- Participants -- Tasks -- Data collection -- Theoretical framework informing data analysis -- Findings -- Discussion -- Pedagogical implications -- References -- 11. Small-group meta-analytic talk and Spanish L2 development -- Introduction -- Literature review -- Social in-group interactional patterns -- Depth of processing and cognitive levels in SLA -- The present study -- Methodological framework -- Methodology -- Participants and instructional context -- PACE lessons and instructional target -- Data gathering and analysis -- Results -- In-group interactional patterns -- Discussion -- Quantitative results -- Qualitative results and interactional patterns -- Pedagogical implications -- Summary -- References -- Appendix -- III. Learning settings -- 12 How adolescents use social discourse to open space for language learning during peer interactions.
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| 505 |
8 |
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|a Introduction -- Research questions -- Conceptual and methodological framework -- Methods -- Context -- Language ambassador program design -- Data analysis -- Developing an analytical framework for social discourse -- Findings -- Social inquiry builds solidarity and affords opportunities to understand how to use the target langu -- Discursive support creates safe space to ask questions andtakerisksusinglanguage -- Discursive support leads to solidarity and further questions about language -- Conclusions -- Pedagogical implications -- Acknowledgements -- References -- Appendix -- 13. Peer interaction while learning to read in a new language -- Introduction and literature review -- Methodology -- Methodological framework -- Research context -- Participants: Ayan and Aisha -- Data collection and task description -- Data analysis -- Findings -- Participation structure 1 (story pages 1-6) -- Participation structure 2 (story pages 6-11) -- Participation structure 3 (story pages 12-16) -- Participation structure 4 (story pages 17-32) -- Summary of findings -- Discussion -- Conclusion and pedagogical implications -- Acknowledgement -- References -- Appendix 1 -- Epilogue: New pathways in researching interaction -- Introduction -- Describing and exploring learning in the context of peer interaction -- Sociocultural approaches -- Cognitive approaches -- Mixed methods approaches -- Social relations and learning through peer interaction -- Engagement in peer interaction -- The role of the teacher in peer interaction -- References -- Index.
|
| 650 |
|
0 |
|a Language and languages
|x Study and teaching.
|
| 650 |
|
0 |
|a Second language acquisition
|x Study and teaching.
|
| 650 |
|
0 |
|a Second language acquisition
|x Research.
|
| 650 |
|
0 |
|a Interaction analysis in education
|x Research.
|
| 650 |
|
0 |
|a Interlanguage (Language learning)
|x Research.
|
| 650 |
|
7 |
|a FOREIGN LANGUAGE STUDY
|x Multi-Language Phrasebooks.
|2 bisacsh
|
| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Alphabets & Writing Systems.
|2 bisacsh
|
| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Grammar & Punctuation.
|2 bisacsh
|
| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Linguistics
|x General.
|2 bisacsh
|
| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Readers.
|2 bisacsh
|
| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Spelling.
|2 bisacsh
|
| 650 |
|
7 |
|a Interaction analysis in education
|x Research
|2 fast
|
| 650 |
|
7 |
|a Interlanguage (Language learning)
|x Research
|2 fast
|
| 650 |
|
7 |
|a Language and languages
|x Study and teaching
|2 fast
|
| 650 |
|
7 |
|a Second language acquisition
|x Research
|2 fast
|
| 650 |
|
7 |
|a Second language acquisition
|x Study and teaching
|2 fast
|
| 700 |
1 |
|
|a Sato, Masatoshi,
|d 1980-
|e author.
|
| 700 |
1 |
|
|a Ballinger, Susan Gail,
|e author.
|
| 776 |
0 |
8 |
|i Print version:
|t Peer interaction and second language learning.
|d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
|z 9789027213327
|w (DLC) 2016001357
|
| 830 |
|
0 |
|a Language learning and language teaching ;
|v v. 45.
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=4424497
|y Click for online access
|
| 903 |
|
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|a EBC-AC
|
| 994 |
|
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|a 92
|b HCD
|