1,011
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

Willingness to engage: the importance of what learners bring to pair work

Pages 134-154 | Received 14 Aug 2017, Accepted 11 Mar 2020, Published online: 31 Mar 2020

References

  • Adams, R., & Ross-Feldman, L. (2008). Does writing influence learner attention to form? In D. Belcher & A. Hirvela (Eds.), The oral-literate connection: Perspectives on L2 speaking, writing and other media interactions (pp. 243–265). The University of Michigan Press.
  • Anton, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 414–442. doi: 10.3138/cmlr.54.3.314
  • Appel, G., & Lantolf, J. P. (1994). Speaking as mediation: A study of L1 and L2 text recall tasks. The Modern Language Journal, 78(4), 437–452. doi: 10.1111/j.1540-4781.1994.tb02062.x
  • Breen, M. (1989). The evaluation cycle for language learning tasks. In R. K. Johnson (Ed.), The second language curriculum (pp. 187–206). Cambridge University Press.
  • Brooks, F. B., Donato, R., & McGlonem, J. V. (1997). When are they going to say ‘it’ right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30(4), 524–541. doi: 10.1111/j.1944-9720.1997.tb00860.x
  • Chen, W. (2017). The effect of conversation engagement on L2 learning opportunities. ELT Journal, 71(3), 329–340.
  • Chen, W. (2018). Patterns of pair interaction in communicative tasks: the transition process and effect on L2 teaching and learning. ELT Journal, 72(4), 425–434. doi: 10.1093/elt/ccy015
  • Coughlan, P., & Duff, P. (1994). Same task, different activities: Analysis of SLA task from an activity theory perspective. In J. P. Lantolf & G. Appel (Eds.), Vygotskian Approaches to second language research (pp. 173–194). Ablex Press.
  • Dao, P., & McDonough, K. (2017). The effect of task role on Vietnamese EFL Learners’ collaboration in mixed proficiency dyads. System, 65, 15–24. doi: 10.1016/j.system.2016.12.012
  • Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Ablex Press.
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
  • Fernández Dobao, A. (2016). Peer interaction and learning: A focus on the silent learner. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 33–61). John Benjamins.
  • Foley, J. A. (1990). Task‐based approaches to language learning from the learner’s point of view. Language and Education, 4(2), 81–101. doi: 10.1080/09500789009541276
  • Foley, J. A. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12(1), 62–75. doi: 10.1093/applin/12.1.62
  • Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402–430. doi: 10.1093/applin/ami014
  • García Mayo, M. P., & Azkarai, A. (2016). EFL task-based interaction: Does task modality impact on language-related episodes? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 241–266). John Benjamins.
  • Kim, Y. (2017). The nature of peer interaction: Role relationships formed in pair interaction. English Teaching, 72(1), 131–158.
  • Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. doi: 10.1177/1362168807086288
  • Kim, Y., & McDonough, K. (2011). Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research, 15(2), 183–199. doi: 10.1177/1362168810388711
  • Kowal, M., & Swain, M. (1997). From semantic to syntactic processing. How can we promote it in the immersion classroom? In R. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 284–310). Cambridge University Press.
  • Lantolf, J. P., & Aljaafreh, A. (1995). Second language learning in the zone of proximal development: A revolutionary experience. International Journal of Educational Research, 23(7), 619–632. doi: 10.1016/0883-0355(96)80441-1
  • Lantolf, J. P., & Pavlenko, A. (2001). Second language activity theory: Understanding second language learners as people. In M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 141–158). Longman.
  • Leeser, M. J. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55–82. doi: 10.1191/1362168804lr134oa
  • Martin-Beltran, M., Chen, P., Guzman, N., & Merrills, K. A. (2016). How adolescents use social discourse to open space for language learning during peer interactions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 319–348). John Benjamins.
  • McDonough, K., & Mackey, A. (2000). Communicative tasks, conversational interaction, and linguistic form: An empirical study of Thai. Foreign Language Annals, 33(1), 82–91. doi: 10.1111/j.1944-9720.2000.tb00893.x
  • Philp, J. (2016). Epilogue: New pathways in researching interaction. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 377–396). John Benjamins.
  • Philp, J., Adams, R., & Iwashita, N. (2014). Peer interaction and second language learning. Routledge.
  • Philp, J., & Mackey, A. (2010). Interaction research: what can socially informed approaches offer to cognitivists (and vice versa)? In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 210–227). Oxford University Press.
  • Pica, T., Kanagy, R., & Falodum, J. (1993). Choosing and using tasks for second language instruction and research. In G. Crookes & S. Gass, (Eds.), Tasks and language learning: Integrating theory and practice (pp. 9–34). Multilingual Matters.
  • Rommetveit, R. (1974). On message structure: A framework for the study of language and communication. Harvard University Press.
  • Rouhshad, A., & Storch, N. (2016). A focus on mode in peer interaction. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 267–290). John Benjamins.
  • Stone, A. (1993). What is missing in the metaphor of scaffolding. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 169–183). Oxford University Press.
  • Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. doi: 10.1111/1467-9922.00179
  • Storch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. Canadian Modern Language Review, 60(4), 457–480. doi: 10.3138/cmlr.60.4.457
  • Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17(2), 95–114. doi: 10.1080/09658410802146644
  • Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters.
  • Storch, N., & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14(4), 355–375. doi: 10.1177/1362168810375362
  • Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. doi: 10.1177/1362168812457530
  • Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration. In M. P. García Mayo (Ed.), Investigating tasks in formal language settings (pp. 157–177). Multilingual Matters.
  • Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185. doi: 10.1017/S0267190502000090
  • Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–337. doi: 10.111/j.1540-4781.1998.tb01209.x
  • Tan, L., Wigglesworth, G., & Storch, N. (2010). Pair interactions and mode of communication: Comparing face-to-face and computer mediated communication. Australian Review of Applied Linguistics, 33(3), 27.1–27.24. doi: 10.1075/aral.33.3.02tan
  • Tavakoli, P. (2009). Investigating task difficulty: Learners’ and teachers’ perceptions. International Journal of Applied Linguistics, 19(1), 1–25. doi: 10.1111/j.1473-4192.2009.00216.x
  • Villamil, O. S., & Guerrero, M. C. M. D. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics, 19(4), 491–514. doi: 10.1093/applin/19.4.491
  • Watanabe, Y., & 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(2), 121–142. doi: 10.1177/136216880607074599
  • Watanabe, Y., & Swain, M. (2008). Perception of learner proficiency: Its impact on the interaction between an ESL learner and her higher and lower proficiency partners. Language Awareness, 17(2), 115–130. doi: 10.1080/09658410802146651
  • Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research. Cambridge University Press.
  • Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
  • Yule, G., & Macdonald, D. (1990). Resolving referential conflicts in L2 interaction: The effect of proficiency and interactive role. Language Learning, 40(4), 539–556. doi: 10.1111/j.1467-1770.1990.tb00605.x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.