Frontiers in Psychology | |
L2 Proficiency Pairing, Task Type and L1 Use: A Mixed-Methods Study on Optimal Pairing in Dyadic Task-Based Peer Interaction | |
Lili Tian1  Yan Jiang2  | |
[1] School of Foreign Languages, Renmin University of China, Beijing, China;null; | |
关键词: Chinese EFL learners; L2 proficiency pairing; task type; L1 use; negotiation of meaning; peer interaction; | |
DOI : 10.3389/fpsyg.2021.699774 | |
来源: Frontiers | |
【 摘 要 】
While task-based peer interaction in dyads has been commonly practiced in English as a foreign language (EFL) classrooms, how to pair learners in dyadic tasks has always been a concern of teachers and researchers. This study examined learner proficiency pairing, task type and L1 use by Chinese EFL learners in two dyadic speaking tasks. Thirty-six participants were paired according to their oral English proficiency levels into: same-level pairs (high-high; medium-medium; low-low), and mixed-level pairs (high-low). All pairs completed two types of speaking tasks—information-gap and opinion-exchange. Quantitative results showed a significant difference between low-low pairs and other pairs in the amount of L1 use. Low-level learners produced significantly more L1 words and turns when paired with other low-level peers (low-low) than with high-level peers (high-low) in both types of tasks. Qualitative analysis further indicated that the mixed-level (high-low) pairs produced more opportunities for negotiation of meaning than the same-level (low-low) pairs during the interactional episodes where the L1 served various functions. The study offers pedagogical implications for EFL teachers about how to optimally pair learners to maximize their language development.
【 授权许可】
CC BY
【 预 览 】
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RO202107137367051ZK.pdf | 345KB | download |