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ERIC Number: EJ965760
Record Type: Journal
Publication Date: 2012
Pages: 23
Abstractor: As Provided
Reference Count: 151
ISSN: ISSN-0965-8416
Raising Language Awareness in Peer Interaction: A Cross-Context, Cross-Methodology Examination
Sato, Masatoshi; Ballinger, Susan
Language Awareness, v21 n1-2 p157-179 2012
In this paper, both a cognitive and a sociocultural theoretical perspective are used to bring together findings from two studies that investigated the effects of instruction designed to enhance the potentially positive effect of peer interaction on L2 development. Despite differences between the studies' learning contexts, participants' age, and research design, a comparative examination of their findings promotes our overall understanding of whether and how instruction that teaches students to engage in reciprocal L2 learning can be effective. In Study 1, Japanese university students were taught how to provide corrective feedback to each other during communicative peer interaction activities. Pre- and post-tests were administered and statistical analyses were conducted on the change in frequency of corrective feedback and self-initiated modified output as well as in overall accuracy of spontaneous production. In Study 2, Grade 3 and 4 Canadian French immersion students were given strategy instruction to collaborate on task- and language-related problems. Their audio-recorded interactions were qualitatively analysed for contextual factors affecting peer corrective feedback. Based on the combined findings, it is concluded that language awareness can be enhanced through peer interaction but a reciprocal mindset among learners plays a significant role in deciding its outcome. (Contains 2 notes, 5 tables, and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Japan