| 61 |
Language Development Over the Lifespan
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 37-40 (2015) (2015)
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| 62 |
Improving Testing for English Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-4 (2015) (2015)
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| 63 |
Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 48-49 (2015) (2015)
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| 64 |
Task Complexity and Linguistic Complexity: An Exploratory Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 1-28 (2015) (2015)
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| 65 |
The case against Monolingual Bias in Multilingualism
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 42-44 (2015) (2015)
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| 66 |
Topic Familiarity and Input Enhancement: An Empirical Investigation
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-51 (2015) (2015)
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| 67 |
Engagement Features in Russian & English: A Cross-Cultural Analysis of Academic Written Discourse
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 1-20 (2015) (2015)
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| 68 |
An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp v-vii (2015) (2015)
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| 69 |
Peer Interaction: A Compromise or a Necessity?
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 85-99 (2015) (2015)
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Abstract:
In both research and practice, interaction with teachers or native speakers (NSs) has often been believed to play a facilitative role in second language (L2) development. However, as many learners in the classroom interact most frequently with other learners, there is a need to understand how peer interaction may differ from other types of interaction, such as learner-NS interaction, and how it may shape L2 development. Based on a review of studies on task-based peer interaction, this paper seeks to investigate its effect on L2 learning. The results indicate that peer interaction can benefit learners in various ways by creating opportunities to produce and modify output, receive feedback, and engage in collaborative dialogue. However, studies also found that having learners work together in itself does not automatically promote learning, and suggestions for creating more learning opportunities in peer interaction are discussed.
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Keyword:
Applied linguistics; Classroom environment; Education; English language; L2; Language acquisition; Language and education; Native speaker; P118-118.7; PE1-3729; Peer interaction; Second language; Second language acquisition
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URL: https://doaj.org/article/9f7bd137669343ebbe769a75e50c95b8
https://doi.org/10.7916/D8B57WP7
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| 70 |
Learning-Oriented Assessment: The Learning Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 47-49 (2015) (2015)
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| 71 |
Assessment For Learning: The Role of Feedback
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 48-49 (2015) (2015)
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| 72 |
Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 4-5 (2015) (2015)
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| 73 |
An Interview with APPLE Lecture Speaker Professor Alister Cumming
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 44-45 (2015) (2015)
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| 74 |
Introduction: The Multilingual Prism
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp i-iii (2015) (2015)
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| 75 |
Complex Systems and Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015)
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| 76 |
Language Assessment in Practice
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 41-46 (2015) (2015)
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| 77 |
Teaching English Language Learners through Technology
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 63-66 (2015) (2015)
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| 78 |
Future Directions in Pragmatics Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015)
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| 79 |
“Stop Talking Like That”: A Toddler’s Construction of Identity at a Family Dinner
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 44-45 (2015) (2015)
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| 80 |
Input, interaction, and corrective feedback in L2 learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015)
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