Understanding L1 and L2 Interaction in Collaborative Writing: A Lexico-Grammatical Analysis

Autor/in	Zhang, Meixiu
Titel	Understanding L1 and L2 Interaction in Collaborative Writing: A Lexico-Grammatical Analysis
Quelle	In: Language Teaching Research, 25 (2021) 3, S.338-359 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Meixiu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819859911
Schlagwörter	Native Language; Second Language Learning; Teaching Methods; Cooperative Learning; Grammar; Vocabulary; Language Usage; Computational Linguistics; Academic Language; Task Analysis; Peer Relationship; Undergraduate Students; Language Tests; English (Second Language); Foreign Countries; Persuasive Discourse; Text Structure; Chinese; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Grammatik; Wortschatz; Sprachgebrauch; Linguistics; Computerlinguistik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Aufgabenanalyse; Peer-Beziehungen; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Persuasion; Persuasive Kommunikation; Textstruktur; China; Chinesen
Abstract	Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) use may lead to variation in the lexico-grammatical aspects of learners' collaborative texts and the pair talk. Using a corpus-based approach, this study examined how interacting in the L1 or the L2 during CW tasks influenced the use of lexico-grammatical features in learners' co-constructed texts and the focus areas of their pair talk. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners' co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk. Methodological and pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01