Exploring "Intersubjectivity Negotiation Episodes" and "Language Related Episodes" in Second-Language Peer Interaction

Autor/inn/en	Toth, Paul D.; Gil-Berrio, Yohana
Titel	Exploring "Intersubjectivity Negotiation Episodes" and "Language Related Episodes" in Second-Language Peer Interaction
Quelle	In: Language Learning, 72 (2022), S.275-313 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toth, Paul D.) ORCID (Gil-Berrio, Yohana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12484
Schlagwörter	Peer Relationship; Second Language Learning; Second Language Instruction; Spanish; High School Students; Teaching Methods; Grammar; Cognitive Mapping; Public Schools; Classroom Communication; Group Dynamics; Persuasive Discourse + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Public school; Öffentliche Schule; Klassengespräch; Gruppendynamik; Persuasion; Persuasive Kommunikation
Abstract	This study examines learner deliberations over their discursive plans during second language (L2) instructional tasks, which we call "intersubjectivity negotiation episodes" (INEs). We argue that these provide essential contexts for negotiations over L2 form-meaning mappings, known as "language related episodes" (LREs). Our data comes from two intact third-year Spanish classes at a U.S. public high school, where four groups of 19 total learners completed four communicative tasks over three 90-minute lessons. We found that learners spent more time in INEs than LREs overall, and in most task performances. We identified four INE functions: deliberations over discursive "goals" and "means," "progress" toward task completion, and the interpretive "framing" of contributions. Among these, tasks with greater potentially relevant content yielded more means and progress INEs, while those requiring content from personal experience yielded more framing INEs. Individual agency and group composition also affected the amount of INEs. Theoretical and pedagogical implications are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01