Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model

Autor/in	Sato, Masatoshi
Titel	Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model
Quelle	In: Language Learning, 67 (2017) 2, S.249-283 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12214
Schlagwörter	Oral Language; Written Language; Grade 10; High School Students; Second Language Learning; Second Language Instruction; Focus Groups; Feedback (Response); Correlation; Peer Relationship; Error Correction; Foreign Countries; English (Second Language); Student Attitudes; Affective Behavior; Language Tests; Interviews; Social Cognition; Student Behavior; Cooperative Learning; Teaching Methods; Chile + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Peer-Beziehungen; Korrektur; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Language test; Sprachtest; Interviewing; Interviewtechnik; Soziale Kognition; Student behaviour; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This classroom-based study explored links among second language (L2) learners' interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist L2 learning, it is yet unknown why some learners exhibit these interactional behaviors or how learners' affective states impact their L2 development. The participants were two Grade 10 English as a foreign language classes in Chile (N = 53). Three data sets were collected: (a) interaction mindset data based on pretask interviews with focus groups from each class (n = 10); (b) interaction data pertaining to the communicative tasks of the focus groups; and (c) L2 development data from both classes consisting of oral and written production tests focusing on grammar and lexis. Results indicated that L2 development was mediated by learners' interaction mindsets, which in turn affected their interactional behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01