Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda. Language Learning & Language Teaching. Volume 45

Sonst. Personen	Sato, Masatoshi (Hrsg.); Ballinger, Susan (Hrsg.)
Titel	Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda. Language Learning & Language Teaching. Volume 45
Quelle	(2016), (399 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sato, Masatoshi, Ed.) ORCID (Ballinger, Susan, Ed.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-90-272-1332-7
Schlagwörter	Peer Relationship; Second Language Learning; Second Language Instruction; Teaching Methods; Language Research; Classroom Communication; Native Language; Elementary Secondary Education; Higher Education; Online Courses; Content and Language Integrated Learning; After School Programs; Metacognition; English (Second Language); Language Proficiency; Small Group Instruction; Group Dynamics; Immersion Programs; Spanish; Cooperative Learning; Collaborative Writing; Foreign Countries; Computer Assisted Instruction; Task Analysis; Scaffolding (Teaching Technique); Reading Processes; Thailand + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachforschung; Klassengespräch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; CLIL; Lernkonzept; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Gruppendynamik; Immersionsprogramm; Spanisch; Kooperatives Lernen; Ausland; Computer based training; Computerunterstützter Unterricht; Aufgabenanalyse; Leseprozess
Abstract	This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners' interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01