Perception of Learner Proficiency: Its Impact on the Interaction Between an ESL Learner and Her Higher and Lower Proficiency Partners

References

• Antón , M. and DiCamilla , F. J. 1998 . Socio-cognitive functions of L1 collaborative interaction in the L2 classroom . Canadian Modern Language Review , 54 : 314 – 342 .
   Web of Science ®Google Scholar
• Bachman , L. F. 1990 . Fundamental Considerations in Language Testing , Oxford : Oxford University Press .
   Google Scholar
• Coughlan , P. and Duff , P. A. 1994 . “ Same task, different activities: Analysis of SLA task from an activity theory perspective ” . In Vygotskian Approaches to Second Language Research , Edited by: Lantolf , J. P. and Appel , G. 173 – 193 . Norwood, NJ : Ablex .
   Google Scholar
• DiCamilla , F. J. and Antón , M. 1997 . Repetition in the collaborative discourse of L2 learners: A Vygotskian perspective . Canadian Modern Language Review , 53 : 609 – 633 .
   Web of Science ®Google Scholar
• Donato , R. 1994 . “ Collective scaffolding in second language learning ” . In Vygotskian Approaches to Second Language Research , Edited by: Lantolf , J. P. and Appel , G. 33 – 56 . Norwood, NJ : Ablex .
   Google Scholar
• Educational Testing Service . 2003 . The official website for the Test of English as a Foreign Language (TOEFL) , Princeton, NJ : Educational Testing Service . On WWW at http://www.toefl.org/index.html Accessed October 2003
   Google Scholar
• Gass , S. and Varonis , E. 1986 . “ Sex differences in NNS/NNS interactions ” . In Talking to Learn: Conversation in Second Language Acquisition , Edited by: R , R. 327 – 351 . Rowley, MA : Newbury House .
   Google Scholar
• Kowal , M. and Swain , M. 1994 . Using collaborative language production tasks to promote students' language awareness . Language Awareness , 3 : 73 – 93 .
   Google Scholar
• Kowal , M. and Swain , M. 1997 . “ From semantic to syntactic processing: How can we promote it in the immersion classroom? ” . In Immersion Education: International perspectives , Edited by: Johnson , K. and Swain , M. 284 – 309 . Cambridge : Cambridge University Press .
   Google Scholar
• Leeser , M. J. 2004 . Learner proficiency and focus on form during collaborative dialogue . Language Teaching Research , 8 : 55 – 82 .
   Google Scholar
• McNamara , T. 1997 . ‘Interaction’ in second language performance assessment: Whose performance? . Applied Linguistics , 18 : 446 – 466 .
   Web of Science ®Google Scholar
• Murakawa , H. 1997 . TOEFL Yosoo Mondai 700 , Tokyo : Obunsya . TOEFL 700 Anticipated Questions
   Google Scholar
• Nelson , G. L. and Murphy , J. M. 1993 . Peer response groups: Do L2 writers use peer comments in revising their drafts? . TESOL Quarterly , 27 : 135 – 141 .
   Web of Science ®Google Scholar
• Ohta , A. S. 2000 . “ Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar ” . In Sociocultural Theory and Second Language Learning , Edited by: P , J. 51 – 78 . Oxford : Oxford University Press .
   Google Scholar
• Ohta , A. S. 2001 . Second Language Acquisition Processes in the Classroom: Learning Japanese , Mahwah, NJ : Erlbaum .
   Google Scholar
• Sharpe , P. J. 2001 . How to Prepare for the TOEFL Test: Test of English as a Foreign Language, , 10th edn , New York, NY : Barron's Educational Series .
   Google Scholar
• Stone , C. A. 1993 . “ What is missing in the metaphor of scaffolding? ” . In Contexts for Learning: Sociocultural Dynamics in Children's Development , Edited by: Forman , E. A. , Minick , N. and Stone , C. A. 169 – 183 . Oxford : Oxford University Press .
   Google Scholar
• Storch , N. 2001a . How collaborative is pair work? ESL tertiary students composing in pairs . Language Teaching Research , 5 : 29 – 53 .
   Google Scholar
• Storch , N. 2001b . An investigation into the nature of pair work in an ESL classroom and its effect on grammatical development , PhD thesis University of Melbourne .
   Google Scholar
• Storch , N. 2002a . Patterns of interaction in ESL pair work . Language Learning , 52 : 119 – 158 .
   Web of Science ®Google Scholar
• Storch , N. 2002b . Relationships formed in dyadic interaction and opportunity for learning . International Journal of Educational Research , 37 : 305 – 322 .
   Google Scholar
• Storch , N. 2004 . Using activity theory to explain differences in patterns of dyadic interactions in an ESL class . Canadian Modern Language Review , 60 : 457 – 480 .
   Web of Science ®Google Scholar
• Swain , M. 1993 . Second language testing and second language acquisition: Is there a conflict with traditional psychometrics? . Language Testing , 10 : 19 – 207 .
   Google Scholar
• Swain , M. 2000 . “ The output hypothesis and beyond: Mediating acquisition through collaborative dialogue ” . In Sociocultural Theory and Second Language Learning , Edited by: P , J. 97 – 114 . Oxford : Oxford University Press .
   Google Scholar
• Swain , M. 2001 . Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores . Language Testing , 18 : 319 – 346 .
   Google Scholar
• Swain , M. 2006 . “ Languaging, agency and collaboration in advanced language proficiency ” . In Advanced Language Learning: The Contribution of Halliday and Vygotsky , Edited by: Byrnes , H. 95 – 108 . London : Continuum .
   Google Scholar
• Swain , M. , Brooks , L. and Tocalli-Beller , A. 2002 . Peer–peer dialogue as means of second language learning . Annual Review of Applied Linguistics , 22 : 171 – 185 .
   Google Scholar
• Swain , M. and Lapkin , S. 1998 . Interaction and second language learning: Two adolescent French immersion students working together . Modern Language Journal , 82 : 320 – 338 .
   Web of Science ®Google Scholar
• Swain , M. and Lapkin , S. 2002 . Talking it through: Two French immersion learners' response to reformulation . International Journal of Educational Research , 37 : 285 – 304 .
   Google Scholar
• Vygotsky , L. S. 1978 . Mind in Society , Cambridge, MA : Harvard University Press .
   Google Scholar
• Vygotsky , L. S. 1986 . Thought and Language , Cambridge, MA : MIT Press .
   Google Scholar
• Watanabe , Y. 2004 . Collaborative dialogue between ESL learners of different proficiency levels: Linguistic and affective outcomes , MA thesis University of Toronto .
   Google Scholar
• Watanabe , Y. and Swain , M. 2007 . Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners . Language Teaching Research , 11 : 1 – 22 .
   Web of Science ®Google Scholar
• Wells , G. 2000 . “ Dialogic inquiry in education: Building on the legacy of Vygotsky ” . In Vygotskian Perspectives on Literacy Research , Edited by: Lee , C. D. and Smagorinsky , P. 51 – 85 . New York, NY : Cambridge University Press .
   Google Scholar
• Yule , G. and Macdonald , D. 1990 . Resolving referential conflict in L2 interaction: The effect of proficiency and interactive role . Language Learning , 40 : 539 – 556 .
   Web of Science ®Google Scholar