Talking, tuning in and noticing: exploring the benefits of output in task-based peer interaction

Abstract

This study examines whether the process of interacting in a second language, versus observing others interact, may differentially affect learner's awareness of language. This study involved 26 university students of intermediate-level French. Two experimental groups, Interactors and Observers, engaged in three sessions of dyadic task-based interaction. The tasks elicited use of noun–adjective agreement and the passé composé. Although the Interactors provided little feedback to one another, subsequent stimulated recall interviews suggest differences between groups as to what they were thinking about during interaction, with Interactors paying more attention to language form. The results suggest that active language production itself (rather than passive observation) pushes learners to think about how to express meaning in the target language, and to draw upon explicit knowledge of the language. The findings contribute to understanding roles of output in second language learning.

Keywords:

• interaction
• noticing
• output
• foreign language pedagogy

Notes

The data reported for this study is a subset of a larger study, which involved 56 participants who undertook pre- and post-tests in addition to treatment sessions. In the larger study, participants were assigned to one of three groups: two experimental groups and the control group. Only data relevant to the study reported here are included in the description.

An 18th Interactor participated in pair work, but missed the stimulated recall session and was therefore subsequently excluded from the analysis.