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Patterns of pair interaction in communicative tasks the transition process and effect on L2 teaching and learning

Patterns of pair interaction in communicative tasks the transition process and effect on L2 teaching and learning

 Wenxue Chen.
 2018.
 p. 425–434. English
Language Teaching.Tương tác.Dạy ngoại ngữ.Effect.Ảnh hưởng.Học ngoại ngữ.Communicative task.Pair Interaction.
Tác giả CN Wenxue Chen.
Nhan đề Patterns of pair interaction in communicative tasks: the transition process and effect on L2 teaching and learning / Wenxue Chen.
Thông tin xuất bản 2018.
Mô tả vật lý p. 425–434.
Tóm tắt The study reported in this paper investigated the interaction of a group of Chinese intermediate EFL learners working in dyads on a dictogloss task. It examined the transition process of learners’ role relationship (i.e. patterns of interaction) in dyadic communication. The pair talk data were analysed for patterns of interaction and incidences of language-related episodes. The results confirmed that collaborative pattern of interaction is more conducive to L2 learning than other patterns (e.g. dominant/dominant, dominant/passive). More importantly, the study found that these intermediate learners were able to adjust their relationship in dyadic interaction, from non-collaborative to a more collaborative end, along with an increasing frequency of language-related discussion.
Thuật ngữ chủ đề Language Teaching.
Từ khóa tự do Tương tác.
Từ khóa tự do Dạy ngoại ngữ.
Từ khóa tự do Effect.
Từ khóa tự do Ảnh hưởng.
Từ khóa tự do Học ngoại ngữ.
Từ khóa tự do Communicative task.
Từ khóa tự do Pair Interaction.
Nguồn trích ELT Journal- 2018, Volume 72, No.4
MARC
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300[1 0] |a p. 425–434.
520[ ] |a The study reported in this paper investigated the interaction of a group of Chinese intermediate EFL learners working in dyads on a dictogloss task. It examined the transition process of learners’ role relationship (i.e. patterns of interaction) in dyadic communication. The pair talk data were analysed for patterns of interaction and incidences of language-related episodes. The results confirmed that collaborative pattern of interaction is more conducive to L2 learning than other patterns (e.g. dominant/dominant, dominant/passive). More importantly, the study found that these intermediate learners were able to adjust their relationship in dyadic interaction, from non-collaborative to a more collaborative end, along with an increasing frequency of language-related discussion.
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