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ERIC Number: EJ778990
Record Type: Journal
Publication Date: 2002
Pages: 18
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0883-0355
Relationships Formed in Dyadic Interaction and Opportunity for Learning
Storch, Neomy
International Journal of Educational Research, v37 n3-4 p305-322 2002
A large study which investigated the nature of dyadic interactions in a university second language (ESL) classroom setting found that students form very distinct and stable relationships or patterns of dyadic interaction. This paper uses a case study approach to illustrate two of the patterns found in the study: a collaborative pattern and a dominant/dominant pattern. These distinct patterns were evident in the way the pairs approached the task, dealt with any language issues as well as a number of salient features such as the quantity and quality of requests, explanations, phatic utterances and repetitions. The study also considered whether there were instances in the data to suggest a transfer of knowledge from the pair talk to subsequent individual performance. The study found that there were a number of such instances in the data of the collaborative pair but none in the dominant/dominant pair. These findings suggest that the relationship a pair or group forms is an important consideration in research on learner interaction and in second language pedagogy.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A