Raising language awareness in peer interaction: A cross-context, cross-methodology examination

Masatoshi Sato, Susan Ballinger

Resultado de la investigación: Article

19 Citas (Scopus)

Resumen

In this paper, both a cognitive and a sociocultural theoretical perspective are used to bring together findings from two studies that investigated the effects of instruction designed to enhance the potentially positive effect of peer interaction on L2 development. Despite differences between the studies' learning contexts, participants' age, and research design, a comparative examination of their findings promotes our overall understanding of whether and how instruction that teaches students to engage in reciprocal L2 learning can be effective. In Study 1, Japanese university students were taught how to provide corrective feedback to each other during communicative peer interaction activities. Pre- and post-tests were administered and statistical analyses were conducted on the change in frequency of corrective feedback and self-initiated modified output as well as in overall accuracy of spontaneous production. In Study 2, Grade 3 and 4 Canadian French immersion students were given strategy instruction to collaborate on task- and language-related problems. Their audio-recorded interactions were qualitatively analysed for contextual factors affecting peer corrective feedback. Based on the combined findings, it is concluded that language awareness can be enhanced through peer interaction but a reciprocal mindset among learners plays a significant role in deciding its outcome.

Idioma originalEnglish
Páginas (desde-hasta)157-179
Número de páginas23
PublicaciónLanguage Awareness
Volumen21
N.º1-2
DOI
EstadoPublished - 1 feb 2012

Huella dactilar

examination
methodology
interaction
instruction
language
student
learning
research planning
school grade
Corrective Feedback
Peer Interaction
Language Awareness
Methodology
university
Teaching
Research Design
Strategy Instruction
Contextual Factors
French Immersion
L2 Learning

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Citar esto

Sato, Masatoshi ; Ballinger, Susan. / Raising language awareness in peer interaction : A cross-context, cross-methodology examination. En: Language Awareness. 2012 ; Vol. 21, N.º 1-2. pp. 157-179.
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Raising language awareness in peer interaction : A cross-context, cross-methodology examination. / Sato, Masatoshi; Ballinger, Susan.

En: Language Awareness, Vol. 21, N.º 1-2, 01.02.2012, p. 157-179.

Resultado de la investigación: Article

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