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Volume 55, Issue 2
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Abstract

Abstract

Research on peer interaction patterns over the past three decades has provided insights regarding how relationships formed among peers can influence task performance. Six pairs of intermediate Chinese learners participating in a collaborative writing task were recruited, and their pair-interaction patterns were investigated for detailed evidence of how such patterns were constructed through their co-participation measured by two indices proposed by Storch (2002a), equality and mutuality. Furthermore, taking a Conversation Analytical (CA) perspective, this study also examined the fine-grained detail of several interactional practices displaying participants’ orientation to the peer relationship. This revealed that each pair displayed a distinctive interaction pattern that was constructed through diverse participatory practices which are contingent upon the ongoing interaction as it unfolds. The findings shed new light into analyzing pair interactions in collaborative writing from a CA perspective in CFL settings and have important implications for studying interaction patterns and implementing collaborative writing tasks.

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2020-12-31
2024-12-04

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Peer-interaction patterns in a Chinese as a foreign language pair writing task
Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA 55, 133 (2020); https://doi.org/10.1075/csl.19008.zha
/content/journals/10.1075/csl.19008.zha
/content/journals/10.1075/csl.19008.zha
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  • Article Type: Research Article
Keyword(s): Chinese as a foreign language; collaborative writing; conversation analysis; peer interaction; 会话分析; 合作性写作; 同伴互动; 汉语学习与教学

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