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ERIC Number: EJ799727
Record Type: Journal
Publication Date: 2008-Jun
Pages: 31
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0008-4506
Peer-Peer Interaction between L2 Learners of Different Proficiency Levels: Their Interactions and Reflections
Watanabe, Yuko
Canadian Modern Language Review, v64 n4 p605-635 Jun 2008
This study draws on sociocultural theory to explore how adult ESL learners interact with either a higher- or a lower-proficiency peer during pair problem solving, and how they each perceive the interactions with their partners. Three ESL learners engaged in a three-stage task: pair writing; pair noticing; and individual writing with two learners, one with a higher and one with a lower L2 proficiency level than their own. These three learners engaged in stimulated recall sessions and were interviewed after all the tasks were completed. Each pair's pattern of interaction and attitude towards the interactions were analyzed. Data showed that the higher- and the lower-proficiency peers could both provide opportunities for learning when they worked collaboratively. Moreover, all three learners preferred to work with a partner who "shared many ideas," regardless of their proficiency level. These findings suggest that proficiency differences are not the decisive factor affecting the nature of peer assistance. Rather, the pattern of interaction co-constructed by learners may have greater impact.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A