The Role of Linguistic Background in Interaction: A Comparison of Mixed and Matched Second Language and Heritage Language Learner Dyads

Autor/inn/en	Henshaw, Florencia; Hetrovicz, Lauren
Titel	The Role of Linguistic Background in Interaction: A Comparison of Mixed and Matched Second Language and Heritage Language Learner Dyads
Quelle	In: Hispania, 104 (2021) 1, S.43-59 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Heritage Education; Second Language Learning; Second Language Instruction; Writing Instruction; Interaction Process Analysis; Grouping (Instructional Purposes); Grammar; Teaching Methods; Peer Relationship; Native Language; Audio Equipment; Achievement Gains; Cooperative Learning; Language Proficiency; Cultural Background; Writing Evaluation; Student Characteristics; Spanish; State Universities; Undergraduate Students; Bilingualism; English (Second Language); Native Language Instruction; Retention (Psychology); Language Tests + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Prozessanalyse; Grouping; Gruppenbildung; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Audio-CD; Achievement gain; Leistungssteigerung; Kooperatives Lernen; Language skill; Language skills; Sprachkompetenz; Spanisch; Staatliche Universität; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Native language education; Muttersprachlicher Unterricht; Merkfähigkeit; Language test; Sprachtest
Abstract	Despite the growing number of heritage language (HL) learners in language courses, the interaction between second language (L2) and HL learners has not been fully explored in the research, and thus, it still remains unclear whether mixed (L2-HL) or matched (L2-L2, HL-HL) dyads are more beneficial for language learning. This study investigates whether the three possible dyad types differ in terms of the form-focused episodes (FFEs) that arose while learners worked together, as well as learning gains as a result of the interaction. Research questions were addressed by analyzing the audio-recorded interactions of eight L2-L2, eight HL-HL, and eight L2-HL dyads engaged in a collaborative writing task, as well as the texts produced by the learners. Learning gains were assessed through the incorporation of linguistic information from FFEs in immediate and two-week delayed post-treatment individual writing tasks. There were no differences regarding the total number of FFEs, but dyads differed with respect to the linguistic focus and resolution of FFEs. Moreover, learning gains were greater for matched dyads than for mixed dyads, suggesting that working with a peer of similar linguistic background and proficiency might be more beneficial for both L2 and HL learners. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01