Peer Interaction and Second Language Learning
Pedagogical potential and research agenda
Editors
| Universidad Andres Bello
| McGill University
This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.
[Language Learning & Language Teaching, 45] 2016. vii, 399 pp.
Publishing status: Available
© John Benjamins
Table of Contents
Introduction
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1–30
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Section I: Interactional patterns and learner characteristics
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33–61
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63–89
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91–112
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113–134
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135–160
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Section II: Tasks and interactional modalities
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163–184
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185–208
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209–239
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241–266
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267–289
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291–316
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Section III: Learning settings
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319–348
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349–375
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Epilogue
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377–395
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Index
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397–399
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“This edited book by Sato and Ballinger makes an important contribution to our understanding of the role of interaction between second language learners during second language learning. The research reported in the chapters is cutting-edge. The collection includes studies of young, adolescent and adult learners of varying proficiency levels and language backgrounds, in a variety of instructional settings, engaging in diverse tasks. Overall, this book points to the critical need to take into account emotional, social and cognitive dimensions in order to explain second language learning resulting from learner interaction. I recommend this book highly for both researchers and practitioners.”
Merrill Swain, The Ontario Institute for Studies in Education of the University of Toronto
“This book is one of the first, if not the first, volumes dedicated to peer interaction (i.e., interaction between language learners), a specific and distinctive field within the broader field of interaction research. It succeeds rather well in achieving its aim to provide an up-to-date overview. Thoughts are given to organising the chapters into the three sections, each of which addresses a prong in this research. The methodology adopted by the papers, often being the mixed-method approach, is exemplary: quantitative data are capable of providing a global picture of trends and microanalysis
offers the details of happenings during the interactions. The volume is written in clear and succinct language, and is easy to follow for readers with varying levels of experience and knowledge in the field. It certainly deserves strong recommendations, especially to students of Applied Linguistics and Second Language Studies, as well as language teaching professionals interested in peer interaction research, all of whom should find it insightful, informative and useful.”
offers the details of happenings during the interactions. The volume is written in clear and succinct language, and is easy to follow for readers with varying levels of experience and knowledge in the field. It certainly deserves strong recommendations, especially to students of Applied Linguistics and Second Language Studies, as well as language teaching professionals interested in peer interaction research, all of whom should find it insightful, informative and useful.”
Bronson Hui, on Linguist List 28.978, 2017
Cited by
Cited by 27 other publications
No author info given
Ballinger, Susan
Boers, Frank, Lara Bryfonski, Farahnaz Faez & Todd McKay
Borreguero Zuloaga, Margarita & Anna De Marco
Cloutier, Robert, Nuria Yáñez-Bouza, Radosław Święciński, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, Lieselotte Anderwald, Alexander Kautzsch, Sven Leuckert, Tihana Kraš, Alessia Cogo, Tian Gan, Ida Parise & Jessica Norledge
Kim, Minkyung, Hakyoon Lee & YouJin Kim
Kim, YouJin & Lena Emeliyanova
King, Kendall A., Martha Bigelow & Abdiasis Hirsi
Leeming, Paul
Loewen, Shawn & Daniel R. Isbell
Martin-Beltrán, Melinda
Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila
Niu, Ruiying, Lin Jiang & Yuan Deng
Pastushenkov, Dmitrii, Cameron Camp, Iryna Zhuchenko & Olesia Pavlenko
Paul, Jing Z. & Eric Friginal
Peeters, Ward
Peeters, Ward
Peeters, Ward & Marilize Pretorius
Sato, Masatoshi
Sato, Masatoshi
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
Torres, Julio
TORRES, JULIO & BIANCA CUNG
Xu, Jinfen, Yumei Fan & Qingting Xu
Xu, Jinfen & Jinnan Kou
This list is based on CrossRef data as of 01 january 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Linguistics
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching