1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 33, Issue 3
  5. Article
Sociocognitive Approaches to Second Language Pedagogy
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
PDF

Abstract

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

© 2010 John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.2104/aral1028
2010-01-01
2024-12-12

  • From This Site

    /content/journals/10.2104/aral1028
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Alegría de la Colina, Ana ; García Mayo, María del Pilar
    (2009) Oral interaction in task-based EFL learning: the use of the L1 as a cognitive tool. International Review of Applied Linguistics in Language Teaching, 47(3–4), 325–346.
     [Google Scholar]
  2. Antón, Marta ; DiCamilla, Frederick
    (1998) Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54(3), 314–342. doi: 10.3138/cmlr.54.3.314
     https://doi.org/10.3138/cmlr.54.3.314 [Google Scholar]
  3. Batstone, Rob
    (2010) Issues and options in sociocognition. In R. Batstone , (Ed.), Sociocognitive perspectives on language use and language learning (pp. 3–23). Oxford: Oxford University Press.
     [Google Scholar]
  4. Blanco-Iglesias, Susana ; Broner, Joaquina ; Tarone, Elaine
    (1995) Observations of language use in Spanish immersion classroom interactions. In L. Eubank ; L. Selinker; M. (Eds.), The current state of interlanguage: studies in honor of William E. Rutherford (pp. 241–254). Philadelphia PA: John Benjamins North America. doi: 10.1075/z.73.19bla
     https://doi.org/10.1075/z.73.19bla [Google Scholar]
  5. Brooks, Frank ; Donato, Richard ; McGlone, Victor
    (1997) When are they going to say “it” right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30(4), 524–541. doi: 10.1111/j.1944‑9720.1997.tb00860.x
     https://doi.org/10.1111/j.1944-9720.1997.tb00860.x [Google Scholar]
  6. Carr, Jimmy
    (2005) More thoughts on the usefulness of tasks in the multi-level language classroom. Babel, 39(3), 31–38.
     [Google Scholar]
  7. Cekaite, Asta
    (2008) Developing conversational skills in a second language. Language learning affordances in a multiparty classroom setting (pp. 105–1290). In J. Philp , R. Oliver and A. Mackey . (Eds.), Second language acquisition and the younger learner. Child’s play?. Amsterdam: John Benjamins. doi: 10.1075/lllt.23.08cek
     https://doi.org/10.1075/lllt.23.08cek [Google Scholar]
  8. Chapman, Michael ; McBride, Michelle L.
    (1992) The education of reason: cognitive conflict and its role in intellectual development. In C. U. Shantz ; W. W. Hartup , (Eds.), Conflict in child and adolescent development (pp. 36–69). Cambridge: Cambridge University Press.
     [Google Scholar]
  9. Cook, Vivian
    (2001) Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402–423. doi: 10.3138/cmlr.57.3.402
     https://doi.org/10.3138/cmlr.57.3.402 [Google Scholar]
  10. Day, Elaine Mellen
    (2002) Identity and the young English language learner. Clevedon: Multilingual Matters.
     [Google Scholar]
  11. DeKeyser, Robert M.
    (1998) Beyond focus on form: cognitive perspectives on learning and practicing second language grammar. In C. Doughty and J. Williams . (Eds.), Focus on form in classroom second language acquisition (pp. 42–62). Cambridge: Cambridge University Press.
     [Google Scholar]
  12. (2007) Practice in a second language. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511667275
     https://doi.org/10.1017/CBO9780511667275 [Google Scholar]
  13. Department of Education and Training
    Department of Education and Training (2003) Student achievement in languages other than English (LOTE) in Western Australian government schools 2001 report. Perth, Western Australia: DET.
     [Google Scholar]
  14. Ellis, Nick
    (2007) The weak interface, consciousness, and form-focused instruction: mind the doors (pp. 17–34). In S. Fotos ; H. Nassaji , (Eds.), Form focused instruction and teacher education. Oxford: Oxford University Press.
     [Google Scholar]
  15. Ellis, Rod
    (2001) Investigating form-focused instruction. In R. Ellis . (Ed.). Form-focused instruction and second language learning (pp. 1–46). Malden, MA: Blackwell Publishers.
     [Google Scholar]
  16. (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
     [Google Scholar]
  17. Erlam, Rosemary ; Sakui, Keiko ; Ellis, Rod
    (2006) Instructed second language acquisition: case studies. Wellington: Ministry of Education.
     [Google Scholar]
  18. Firth, Alan ; Wagner, Johannes
    (1997) On discourse, communication, and (some) fundamental concepts in second language acquisition research. Modern Language Journal, 81(3), 285–300. doi: 10.1111/j.1540‑4781.1997.tb05480.x
     https://doi.org/10.1111/j.1540-4781.1997.tb05480.x [Google Scholar]
  19. Garrett, Peter ; Shortall, Terry
    (2002) Learners’ evaluation of teacher-fronted and student-centred classroom activities. Language Teaching Research, 6, 25–57. doi: 10.1191/1362168802lr096oa
     https://doi.org/10.1191/1362168802lr096oa [Google Scholar]
  20. Gass, Susan
    (2003) Input and interaction. In C. Doughty ; M. Long . (Eds.), The handbook of second language acquisition (pp. 224–255). Malden, MA: Blackwell Publishing. doi: 10.1002/9780470756492.ch9
     https://doi.org/10.1002/9780470756492.ch9 [Google Scholar]
  21. Kowal, Maria ; Swain, Merrill
    (1994) Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3(2), 73–93. doi: 10.1080/09658416.1994.9959845
     https://doi.org/10.1080/09658416.1994.9959845 [Google Scholar]
  22. Kuiken, Folkert ; Vedder, Ineke
    (2002) The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research, 37(3–4), 343–358. doi: 10.1016/S0883‑0355(03)00009‑0
     https://doi.org/10.1016/S0883-0355(03)00009-0 [Google Scholar]
  23. Liebscher, Grit ; Dailey-O’Cain, Jennifer
    (2005) Learner code-switching in the content-based foreign language classroom. The Modern Language Journal, 89(2), 234–247. doi: 10.1111/j.1540‑4781.2005.00277.x
     https://doi.org/10.1111/j.1540-4781.2005.00277.x [Google Scholar]
  24. Macaro, Ernesto
    (2001) Analysing student teachers’ codeswitching in foreign language classrooms: theories and decision making. The Modern Language Journal, 85(4), 531–548. doi: 10.1111/0026‑7902.00124
     https://doi.org/10.1111/0026-7902.00124 [Google Scholar]
  25. Mackey, Alison
    (2006) Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405–430. doi: 10.1093/applin/ami051
     https://doi.org/10.1093/applin/ami051 [Google Scholar]
  26. Mackey, Alison ; Goo, Jaemyung
    (2007) Interaction in SLA: a research synthesis and meta-analysis. In A. Mackey . (Ed.), Conversational interaction in second language acquisition: a collection of empirical studies (pp. 407–452). Oxford: Oxford University Press.
     [Google Scholar]
  27. Mitchell, Rosamond ; Martin, Cynthia
    (1997) Rote learning, creativity and ‘understanding’ in classroom foreign language teaching. Language Teaching Research, 1(1), 1–27. doi: 10.1177/136216889700100102
     https://doi.org/10.1177/136216889700100102 [Google Scholar]
  28. Mori, Junko
    (2004) Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal, 88(4), 536–550. doi: 10.1111/j.0026‑7902.2004.t01‑17‑.x
     https://doi.org/10.1111/j.0026-7902.2004.t01-17-.x [Google Scholar]
  29. Myles, Florence ; Hooper, Janet ; Mitchell, Rosamond
    (1998) Rote or rule? Exploring the role of formulaic language in classroom foreign language learning. Language Learning, 48, 323–363. doi: 10.1111/0023‑8333.00045
     https://doi.org/10.1111/0023-8333.00045 [Google Scholar]
  30. Myles, Florence ; Mitchell, Rosamond ; Hooper, Janet
    (1999) Interrogative chunks in French L2: a basis for creative construction. Studies in Second Language Acquisition, 21, 49–80. doi: 10.1017/S0272263199001023
     https://doi.org/10.1017/S0272263199001023 [Google Scholar]
  31. Ohta, Amy
    (2001) Second language acquisition processes in the classroom: learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  32. Oliver, Rhond
    a(1998) Negotiation of meaning in Child interactions. The relationship between conversational interaction and second language acquisition. Modern Language Journal, 82(3), 372–386. doi: 10.1111/j.1540‑4781.1998.tb01215.x
     https://doi.org/10.1111/j.1540-4781.1998.tb01215.x [Google Scholar]
  33. Oliver, Rhonda
    (2000) Age differences in negotiation and feedback in classroom and pair work. Language Learning, 50(1), 119–150. doi: 10.1111/0023‑8333.00113
     https://doi.org/10.1111/0023-8333.00113 [Google Scholar]
  34. (2002) The patterns of negotiation for meaning in child interactions. Modern Language Journal, 86(1), 97–111. doi: 10.1111/1540‑4781.00138
     https://doi.org/10.1111/1540-4781.00138 [Google Scholar]
  35. Oliver, Rhonda ; Duchesne, Susan ; Philp, Jenefer
    (2009) Children’s engagement in dyadic task based interaction: how does age make a difference?Paper presented atthe Task Based Language Teaching Conference (TBLT), University of Lancaster, UK.
     [Google Scholar]
  36. Oliver, Rhonda ; Philp, Jenefer ; Mackey, Alison
    (2008) The impact of teacher input, guidance and feedback on ESL children’s task-based interactions. In J. Philp , R. Oliver and A. Mackey . (Eds.), Second language acquisition and the younger learner. Child’s play? (pp. 131–147). Amsterdam: John Benjamins. doi: 10.1075/lllt.23.09oli
     https://doi.org/10.1075/lllt.23.09oli [Google Scholar]
  37. Perera, Shibata
    (2001) The role of prefabricated language in young children’s second language acquisition. Bilingual Research Journal, 25(3), 327–356. doi: 10.1080/15235882.2001.10162797
     https://doi.org/10.1080/15235882.2001.10162797 [Google Scholar]
  38. Philp, Jenefer ; Duchesne, Susan
    (2008) When the gate opens: the interaction between social and linguistic goals in child second language development. In J. Philp , R. Oliver and A. Mackey . (Eds.), Second language acquisition and the younger learner. Child’s play? (pp. 83–104). Amsterdam: John Benjamins. doi: 10.1075/lllt.23.07phi
     https://doi.org/10.1075/lllt.23.07phi [Google Scholar]
  39. Philp, Jenefer ; Tognini, Rita
    (2009) Language acquisition in foreign language contexts and the differential benefits of interaction. International Review of Applied Linguistics, 47, 245–266. doi: 10.1515/iral.2009.011
     https://doi.org/10.1515/iral.2009.011 [Google Scholar]
  40. Pica, Teresa ; Kanagy, Ruth ; Falodun, Joseph
    (1993) Choosing and using communication tasks for second language instruction and research. In G. Crookes and S. Gass . (Eds.), Tasks and language learning: integrating theory and practice (pp. 9–34). Avon: Multilingual Matters Ltd.
     [Google Scholar]
  41. Platt, Elizabeth ; Brooks, Frank
    (1994) The “acquisition-rich environment” revisited. The Modern Language Journal, 78(4), 497–511.
     [Google Scholar]
  42. Silver, Rita Elaine
    (2000) Input, output, and negotiation: conditions for second language development. In B. Swierzbin ; F. Morris ; M. Anderson ; C. Klee and E. Tarone , (Eds.), Social and cognitive factors in second language acquisition: selected proceedings of the 1999 second language research forum (pp. 345–371). Somerville, MA: Cascadilla Press.
     [Google Scholar]
  43. Swain, Merrill
    (2000) The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In J. P. Lantolf , (Ed.). Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.
     [Google Scholar]
  44. Swain, Merrill ; Lapkin, Sharon
    (1998) Interaction and second language learning: two adolescent French immersion students working together. Modern Language Journal82(3), 320–337. doi: 10.1111/j.1540‑4781.1998.tb01209.x
     https://doi.org/10.1111/j.1540-4781.1998.tb01209.x [Google Scholar]
  45. (2000) Task-based second language learning: the uses of first language. Language Teaching Research, 4, 251–273. doi: 10.1177/136216880000400304
     https://doi.org/10.1177/136216880000400304 [Google Scholar]
  46. (2002) Talking it through: two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304. doi: 10.1016/S0883‑0355(03)00006‑5
     https://doi.org/10.1016/S0883-0355(03)00006-5 [Google Scholar]
  47. Tarone, Elaine ; Swain, Merrill
    (1995) A sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 79, 166–178. doi: 10.1111/j.1540‑4781.1995.tb05428.x
     https://doi.org/10.1111/j.1540-4781.1995.tb05428.x [Google Scholar]
  48. Tognini, Rita
    (2008) Interaction in languages other than English classes in Western Australian primary and secondary schools: theory, practice and perceptions. Doctoral dissertation, Edith Cowan University, Perth, Western Australia.
     [Google Scholar]
  49. Vygotsky, Lev
    (1978) Mind in society. Cambridge, MA: MIT Press.
     [Google Scholar]
  50. Wells, Gordon
    (1999) Using L1 to master L2: a response to Anton and DiCamilla’s “Socio-cognitive functions of L1 collaborative interaction in the L2 classroom”. The Modern Language Journal, 83(2), 248–254. doi: 10.1111/0026‑7902.00019
     https://doi.org/10.1111/0026-7902.00019 [Google Scholar]
  51. Willett, Jerri
    (1995) Becoming first graders in an L2: an ethnographic study of L2 socialisation. TESOL Quarterly, 29(3), 473–503. doi: 10.2307/3588072
     https://doi.org/10.2307/3588072 [Google Scholar]
  52. Williams, Jessica
    (1999) Learner-generated attention to form. Language Learning, 49(4), 583–625. doi: 10.1111/0023‑8333.00103
     https://doi.org/10.1111/0023-8333.00103 [Google Scholar]
  53. Wong-Fillmore, Lily
    (1976) The second time around: cognitive and social strategies in second language acquisition (Unpublished doctoral dissertation). Stanford University, California, United States.
     [Google Scholar]
  54. Wray, Alison
    (2002) Formulaic language and the lexicon. Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511519772
     https://doi.org/10.1017/CBO9780511519772 [Google Scholar]
/content/journals/10.2104/aral1028
Loading
  • Article Type: Research Article

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error