Peer Interaction in the Foreign Language Classroom
Produktdetaljer
Biografisk notat
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.
Peer Interaction in the Foreign Language Classroom
This book not only showcases updated research but provides useful information as to why peer interaction sometimes falls flat in the classroom and what teachers can do to ensure that their students benefit from peer interaction activities. It is a must-read for researchers and practitioners alike who are interested in interaction and language learning.
Masatoshi Sato, Universidad Andrés Bello, Chile
This exciting volume offers a rich and timely exploration of peer interaction in foreign language classrooms. Covering diverse learner groups, instructional modes, and learning outcomes, it demonstrates the powerful role of collaboration in language development while showcasing effective pedagogical practices, making it an essential resource for researchers and practitioners alike.
Noriko Iwashita, The University of Queensland, Australia
This is a refreshing addition to peer interaction research, blending cognitive, social, and individual difference perspectives to examine how learners from a wide range of authentic language classrooms make use of and benefit from peer interaction. A must read for new and experienced researchers alike.
Rebecca Adams, The University of Memphis, USA
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.
This book highlights the role of peer interaction in the foreign language (FL) classroom and explores the different factors and contexts that mediate its effect on target language use and development. Taking different methodological approaches, all chapters are centred on FL classroom practice and how peer interaction can be effectively integrated.
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
Expands empirical research on peer collaboration and the potential benefits it may bring to learners
This book not only showcases updated research but provides useful information as to why peer interaction sometimes falls flat in the classroom and what teachers can do to ensure that their students benefit from peer interaction activities. It is a must-read for researchers and practitioners alike who are interested in interaction and language learning.
Masatoshi Sato, Universidad Andrés Bello, Chile
This exciting volume offers a rich and timely exploration of peer interaction in foreign language classrooms. Covering diverse learner groups, instructional modes, and learning outcomes, it demonstrates the powerful role of collaboration in language development while showcasing effective pedagogical practices, making it an essential resource for researchers and practitioners alike.
Noriko Iwashita, The University of Queensland, Australia
This is a refreshing addition to peer interaction research, blending cognitive, social, and individual difference perspectives to examine how learners from a wide range of authentic language classrooms make use of and benefit from peer interaction. A must read for new and experienced researchers alike.
Rebecca Adams, The University of Memphis, USA
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.
This book highlights the role of peer interaction in the foreign language (FL) classroom and explores the different factors and contexts that mediate its effect on target language use and development. Taking different methodological approaches, all chapters are centred on FL classroom practice and how peer interaction can be effectively integrated.
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
Expands empirical research on peer collaboration and the potential benefits it may bring to learners
Produktdetaljer
Biografisk notat
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.