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Published on Oct 28, 2016in Elt Journal 1.35
Wenxue Chen1
Estimated H-index: 1
This article reviews patterns of interaction (i.e. learner role relationships) in peer communicative tasks, and uses data collected from different tasks to explain what happens in peer interaction and its impact on the learning opportunities interlocutors create for each other. It proposes that, with L2 peer interaction gaining popularity in language classrooms, an in-depth understanding is needed of how learners relate to each other in paired dialogues to jointly build new knowledge. In particu...
Published on Jul 4, 2013
Neomy Storch26
Estimated H-index: 26
Preface Chapter 1: Introduction Chapter 2: Theoretical and pedagogical rationale for collaborative L2 writing Chapter 3: Collaborative writing: L2 learning and practice opportunities Chapter 4: Factors affecting languaging in collaborative writing Chapter 5: Collaborative writing and language learning Chapter 6: Learners' perspectives of collaborative writing Chapter 7: Computer mediated collaborative writing Chapter 8: Conclusion: Pedagogical implications and research directions
Published on Jan 10, 2014
Jenefer Philp11
Estimated H-index: 11
Rebecca Adams11
Estimated H-index: 11
Noriko Iwashita12
Estimated H-index: 12
Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very d...
Published on Apr 1, 2008in Language Teaching Research 2.32
YouJin Kim16
Estimated H-index: 16
(NAU: Northern Arizona University),
Kim McDonough13
Estimated H-index: 13
(NAU: Northern Arizona University)
Previous research has shown that second language (L2) learners reflect on language form when carrying out collaborative activities in L2 classrooms. This study explored which language forms Korean as a second language (KSL) learners focused on and how their linguistic issues were resolved when collaborating with interlocutors from different proficiency levels. Eight intermediate Korean L2 learners interacted with an intermediate interlocutor (n= 8) and with an advanced interlocutor (n = 8). Thei...
Published on Apr 1, 2007in Language Teaching Research 2.32
Yuko Watanabe4
Estimated H-index: 4
Merrill Swain50
Estimated H-index: 50
(OISE/UT: Ontario Institute for Studies in Education)
This study investigated the effects of second language (L2) proficiency differences in pairs and patterns of interaction on L2 learning, making use of both qualitative and quantitative data. We designed the study in such a way that four different core participants interacted with higher and lower proficiency non-core participants. These learners engaged in a three-stage task involving pair writing, pair comparison (between their original text and a reformulated version of it) and individual writ...
Published on Oct 1, 2005in Elt Journal 1.35
Julie Norton6
Estimated H-index: 6
A welding method for steel reinforcements, wherein electric current flows through the reinforcements, an electroslag pool formed from a solder melted by an electric arc generates a lot of heat to melt the reinforcements, pressure is applied to combine the same; the method uses a clamping device, wherein a sliding chuck is adjustably rotated by means of a bolt handle thereon to enhance a movable clamping seat to clamp the upper reinforcement, then a fixed chuck is adjustably rotated by means of a...
Published on Sep 1, 2005in Journal of Second Language Writing 4.20
Neomy Storch26
Estimated H-index: 26
(University of Melbourne)
Abstract Although pair and group work are commonly used in language classrooms, very few studies have investigated the nature of such collaboration when students produce a jointly written text. This study set out to investigate collaborative writing. The study was classroom based, and the participants (23) were adult ESL students completing degree courses. Students were given a choice to write in pairs or individually. Although most chose to work in pairs, some chose to work individually. All pa...
Published on Jan 1, 2003
Zoltán Dörnyei49
Estimated H-index: 49
(University of Nottingham),
Tim Murphey12
Estimated H-index: 12
(Kanda University of International Studies)
1. Becoming a group 2. Managing the class: Rules, norms and discipline 3. How groups develop 4. The cohesive group: Relationships and achievement 5. The classroom environment's contribution to group dynamics 6. The teacher as group leader 7. Student roles and role modelling 8. Trouble-shooting: Conflicts and apathy happen 9. Last classes: Affirming and closing Conclusion: Wrapping it up
Published on Mar 1, 2002in Language Learning 2.00
Neomy Storch26
Estimated H-index: 26
(University of Melbourne)
This study investigated the nature of dyadic interaction in an adult ESL classroom. The study was longitudinal, classroom based, and examined the nature of interaction between 10 pairs of adult ESL students over a range of language tasks and over time (a semester). Four distinct patterns of dyadic interaction were found. These patterns are distinguishable in terms of equality and mutuality (Damon & Phelps, 1989). More importantly, the findings suggest that certain patterns of dyadic interaction ...
Published on Jul 1, 2001in Elt Journal 1.35
Do Jackson1
Estimated H-index: 1
(UPenn: University of Pennsylvania)
Cited By3
Published on Sep 1, 2019in Journal of Second Language Writing 4.20
Meixiu Zhang (NAU: Northern Arizona University)
Abstract Understanding the nature of collaboration is critical in collaborative writing (CW), as it impacts the amount of scaffolding that occurs and the amount of linguistic knowledge that can be retained (Storch, 2013). The most prevalent model to examine peer collaboration in CW is based on a global qualitative analysis of learners’ involvement in and control over a writing task (Storch, 2001a). However, this model does not account for the fluctuating nature of peer collaboration in CW. This ...
Published on Jul 4, 2019in Language Teaching Research 2.32
Meixiu Zhang (NAU: Northern Arizona University)
Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) us...
Published on Jan 1, 2019
Rhonda Oliver17
Estimated H-index: 17
(Curtin University),
Agurtzane Azkarai4
Estimated H-index: 4
(UPV/EHU: University of the Basque Country)
Abstract Previous research carried out from a socio-cultural perspective has explored the way adult learners interact when undertaking tasks. Following the type of analysis initiated by Storch (2002) we examined the patterns of interaction of young ESL learners (ages 9–12) of different English proficiency levels, high-intermediate (H) and low-intermediate (L) as they worked with native speakers (NS) (i.e., H/NS and L/NS pairs) to carry out a one-way and a two-way task. Once the patterns of inter...