The Relationship between Pair Work and the Opportunities for Language Learning
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This study explores how pair work influences language learning opportunities when adult learners are engaged in a range of activities in naturalistic EFL lessons. Six pairs engaged in seven different language-related activities and after completing each activity, learners engaged in post-activity interviews. Using qualitative analysis with interview data and a process-product approach, opportunity for learning and missed opportunity for learning were identified. The study shows how collaborative dialogues facilitate opportunities for language learning in relation to reflecting on grammar and building new vocabulary. In particular, it shows how peer interaction aids EFL learners in enhancing their fluency and accuracy of use. It further reveal that learners’ existing knowledge is likely to influence their learning opportunities. The findings are explained by reference to Vygotsky’s sociocultural theoretical perspectives.
Abstract
This study explores how pair work influences language learning opportunities when adult learners are engaged in a range of activities in naturalistic EFL lessons. Six pairs engaged in seven different language-related activities and after completing each activity, learners engaged in post-activity interviews. Using qualitative analysis with interview data and a process-product approach, opportunity for learning and missed opportunity for learning were identified. The study shows how collaborative dialogues facilitate opportunities for language learning in relation to reflecting on grammar and building new vocabulary. In particular, it shows how peer interaction aids EFL learners in enhancing their fluency and accuracy of use. It further reveal that learners’ existing knowledge is likely to influence their learning opportunities. The findings are explained by reference to Vygotsky’s sociocultural theoretical perspectives.
참고문헌 (37)
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