This article tries to analyze instructional interactions in which one participant structures the overall solving of the task so that the other participant appropiates the skills and abilities that were accomplished jointly. Another primary interest is to examine the semiotic mechanisms involved in the instructor-learner interaction. Results from a…

Deals with the organization of children's interaction in a school setting where the teacher is absent. Basing the analysis on a 30-minute session where a small mixed-group of pupils are working on a math problem, examines the ways in which the children accomplish the task, the on-task talk through which they organize and work through a particular…

Given recent claims that task-based instruction has desirable pedagogic qualities, this article investigates the effects of choosing different types of tasks, as well as different task implementation conditions, on the fluency, accuracy, and complexity of the language that is produced when tasks are carried out. (Author/VWL)

Reports findings from a study that investigated the group interaction patterns of overseas Malaysian students in a British undergraduate program. Discusses the theoretical issues underlying the study. Findings and categories of idea framing, which arise from the analysis of group interaction data are highlighted. (Author/VWL)

Two studies investigated the effects of modified interaction on comprehension and vocabulary acquisition among Japanese high school students learning English as a Second Language. The studies found that interactionally modified input resulted in better comprehension and the acquisition of more new words than premodified input. (MDM)