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Collaborative writing and patterns of interaction in young learners: the interplay between pair dynamics and pairing method in LRE production

Abstract: A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines how learners express their linguistic gaps verbally, or question their own or others? language use when writing collaboratively, i.e., produce Languagerelated episodes (LREs; Swain & Lapkin, 1998). Several studies have also explored the effect that different patterns of interaction (Storch, 2002) have on the production of LREs with adult learners (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of these patterns of interaction and pair formation method (i.e., student-selected and proficiency-matched) on young EFL learners? ability to attend to language, and much less on the type of grammatical features they focus on in LREs. This study examines young EFL learners? (aged 10-12) production of LREs and pair dynamics in student-selected vs. proficiency-matched groups while completing a collaborative writing task. It was found that young EFL learners mainly exhibit a collaborative type of dynamics and resolved more LREs accurately, together with expert-novice groups. Matched proficiency was more beneficial, as these groups produced more target-like LREs. As per the type of form-focused LREs produced, these young learners focused primarily on spelling issues and less on grammatical knowledge-induced ones.

 Fuente: Vigo International Journal of Applied Linguistics, 2023, 20, 1-21

 Editorial: Universidade de Vigo

 Fecha de publicación: 20/01/2023

 Nº de páginas: 21

 Tipo de publicación: Artículo de Revista

 DOI: 10.35869/vial.v0i20.4354

 ISSN: 1697-0381

 Proyecto español: FFI2016-74950-P