Willingness to Engage: The Importance of What Learners Bring to Pair Work

Autor/in	Kim, Youn-hee
Titel	Willingness to Engage: The Importance of What Learners Bring to Pair Work
Quelle	In: Language Awareness, 29 (2020) 2, S.134-154 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2020.1743712
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Sociocultural Patterns; Student Attitudes; Cooperative Learning; Peer Relationship; Tourism; Foreign Countries; Teaching Methods; Learning Activities; Language Proficiency; Task Analysis; Communicative Competence (Languages); Management Systems; Cloze Procedure; Reading Comprehension; Story Telling; Adult Students; Difficulty Level; Vocabulary Development; Discourse Analysis; Learner Engagement; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziokulturelle Theorie; Schülerverhalten; Kooperatives Lernen; Peer-Beziehungen; Tourismus; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lückentext; Leseverstehen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schwierigkeitsgrad; Wortschatzarbeit; Diskursanalyse; Korea; Republik
Abstract	This study draws on Sociocultural Theory to explore how 12 adult EFL learners engaged in pair work, how their willingness to engage was demonstrated in pair activities, and what other factors influenced that willingness. Six pairs engaged in seven different activities and were interviewed after all activities were completed. Each pair's type of interaction and each learner's perception of the interactions were analysed. Five distinct types of pair interactions were found from the pair work data, and most pairs showed more than two types of interactions when performing activities with the same partner. The interview data revealed that learners' willingness to engage with each other in pair work influences the nature of pair work and that willingness is influenced by the perceived difficulty of the activity and social considerations such as the partner's attitude and proficiency level. These findings suggest that what influences learner engagement is not the pair work per se but what learners bring to the pair work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01