How Does Language Learning Happen in Peer Interaction?

2019 ◽  
pp. 50-75
Author(s):  
Rebecca Adams ◽  
Rhonda Oliver
Keyword(s):  
Language Learning ◽  
Peer Interaction

scholarly journals Achievement or proficiency? Just getting a pass is enough!

2016 ◽  
Vol 6 (2) ◽  
pp. 72-84
Author(s):  
Jabbar Al Muzzamil Fareen
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Peer Interaction ◽  
Learning Experiences ◽  
Proficiency Tests ◽  
Academic Pressure ◽  
The Subject ◽  
Motivation Level ◽  
Cognitive Knowledge

This paper discusses about the problems and limitations of the engineering students in gaining achievement and proficiency in language exams and realia. As the students aim at mere passing the subject, they are not able to develop proficiency to communicate in real situations. Due to the academic pressure in their disciplinary studies, engineering students pay little contribution for enhancing linguistic and communication skills. Qualitative ethnography research is conducted to understand the practical difficulties and learning experiences of the students. It is found that the motivation level of the students is low as far as language learning is concerned. The present research implies on the use of cognitive knowledge, discursive techniques and peer interaction in open tasks and suggests how it aids them to display better performances in both achievement and proficiency tests.

scholarly journals ENGAGEMENT WITH LANGUAGE: A POTENTIAL CONSTRUCT IN PEER INTERACTION RESEARCH

2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Nguyen Thu Hien
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Peer Interaction ◽  
Language Knowledge ◽  
Learner Interaction ◽  
Language Classrooms ◽  
Negotiation For Meaning ◽  
Comprehensive Framework ◽  
Interaction Research

Language learners spend a considerable amount of time interacting with other learners in both second and foreign language classrooms. The idea that peer interaction has increasingly been considered a context for language learning has been matched by a growing body of research examining different aspects of peer talk. Previous literature has provided important insights into various aspects of learner-learner interaction including the provision of interactional feedback, output production, modifications in the process of negotiation for meaning, the attention paid by language learners to language forms, as well as the collaboration among learners in the construction of the language knowledge. However, no comprehensive framework has been established to enable the integration of various features. Recently, engagement with language, proposed by Svalberg (2009) has emerged as a more encompassing concept which integrates cognitive, social and affective aspects of learner-learner interaction. This paper aims to propose this newly emerged construct as a potential for research into peer interaction among language learners.

Rehearsing, conversing, working it out

2010 ◽  
Vol 33 (3) ◽  
pp. 28.1-28.25
Author(s):  
Rita Tognini ◽  
Jenefer Philp ◽  
Rhonda Oliver
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Peer Interaction ◽  
Language Use ◽  
Language Choice ◽  
Target Language ◽  
Video Recordings ◽  
New Information

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

scholarly journals MAKING EFL INSTRUCTION MORE CLT-ORIENTED THROUGH INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING

2017 ◽  
Vol 28 (2) ◽  
pp. 236
Author(s):  
Puji Astuti ◽  
Jayne C. Lammers
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Peer Interaction ◽  
Meaning Making ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Skills ◽  
Communicative Language Teaching ◽  
Individual Accountability

This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how activities involved in individual accountability, i.e., individual students’ performance(s) and peer interaction, can accommodate the teaching of the four language skills and components. We argue that these activities promote learners’ use of and meaning making in English and thus recommend teachers, especially those new to CL, follow the procedure of CL techniques exactly as described so that language learning in their classrooms goes in the direction of attaining improved communicative competence—the goal of CLT. 

Rehearsing, conversing, working it out

2010 ◽  
Vol 33 (3) ◽  
pp. 28.1-28.25 ◽  
Author(s):  
Rita Tognini ◽  
Jenefer Philp ◽  
Rhonda Oliver
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Peer Interaction ◽  
Language Use ◽  
Language Choice ◽  
Target Language ◽  
Video Recordings ◽  
New Information

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

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