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 original | English |
|---|---|
| Páginas (desde-hasta) | 157-179 |
| Número de páginas | 23 |
| Publicación | Language Awareness |
| Volumen | 21 |
| N.º | 1-2 |
| DOI | |
| Estado | Published - 1 feb 2012 |
Huella dactilar
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Linguistics and Language
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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
TY - JOUR
T1 - Raising language awareness in peer interaction
T2 - A cross-context, cross-methodology examination
AU - Sato, Masatoshi
AU - Ballinger, Susan
PY - 2012/2/1
Y1 - 2012/2/1
N2 - 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.
AB - 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.
KW - awareness-raising
KW - cognitive and sociocultural approaches
KW - collaborative learning
KW - contextual factors
KW - corrective feedback
KW - peer interaction
UR - http://www.scopus.com/inward/record.url?scp=84859647497&partnerID=8YFLogxK
U2 - 10.1080/09658416.2011.639884
DO - 10.1080/09658416.2011.639884
M3 - Article
AN - SCOPUS:84859647497
VL - 21
SP - 157
EP - 179
JO - Language Awareness
JF - Language Awareness
SN - 0965-8416
IS - 1-2
ER -