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Expands empirical research on peer collaboration and the potential benefits it may bring to learners.
This book highlights the role of peer interaction in the foreign language classroom and offers a broad and nuanced exploration of the different factors and contexts that mediate its effect on target language use and development.
The chapters focus on different age and proficiency groups (young learners, adolescents, adults), different instruction and task characteristics (face-to-face and computer-mediated instruction, pre-task instruction, proficiency pairing) and a variety of outcomes (fluency, accuracy, language-related episodes, grammatical knowledge, foreign language anxiety and affect, collaborative patterns and perceptions).
Together they highlight the importance of interaction and collaboration among peers in the foreign language classroom to foster learners’ communicative abilities and to maximise language development and affect.
Elisabet Pladevall-Ballester is Associate Professor in English Language and Linguistics and Head of Department at Universitat Autònoma de Barcelona, Spain. Her research interests include child and adult second language acquisition and foreign language learning in bilingual immersion and instructed classroom contexts, as well as CLIL in primary education contexts.
Figures and Tables
Contributors
María del Pilar García Mayo: Foreword
Elisabet Pladevall-Ballester: Introduction
Chapter 1. Tomáš Kos: The Impact of Learner Proficiency in Peer Interactions: What Can L2 Pedagogy Learn from Research?
Chapter 2. Pauliina Peltonen: Short-Term Development of Individual and Interactional Speech Fluency in the L2 Classroom: Insights from Peer Interaction
Chapter 3. Alexandra Vraciu and Elisabet Pladevall-Ballester: Fluency in Task-Based Peer Interaction: Exploring the Effects of Pre-Task Instruction on Primary School EFL Learners
Chapter 4. Nektaria E. Kourtali: The Role of Mode of Interaction in Young Learners’ Foreign Language Anxiety
Chapter 5. María Martínez-Adrián and Kevin Iglesias-Diéguez: What Role do Metalinguistic Explanations Play on LRE Production in a Dictogloss Task Targeting the Possessive Determiners His/Her?
Chapter 6. Anna Vallbona: Incorporating LREs into Oral Narratives: Young Learners Retelling Stories after an Interactive Collaborative Task in FTF and SCMC Conditions
Chapter 7. Irene Tort-Cots: Impact of EFL Teachers’ Beliefs on Oral Interaction: A Case Study in a Multilingual Foreign Language Adult Classroom
Chapter 8. Anca Daniela Frumuselu and Marni Manegre: Student’s Perceptions of a COIL (Collaborative Online International Learning) Module Implementation to Promote FL Skills, Peer Interaction and Intercultural Competence
Elisabet Pladevall-Ballester: Conclusion: Moving Forward in FL Peer Interaction Research
Index