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The Impact of Linguistic Background on the Nature of Classroom Dyadic Interactions: Evidence from L2 and L3 Learners of English as a Foreign Language
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Tavakol, Mahbube; Tavakoli, Mansoor; Ketabi, Saeed – International Multilingual Research Journal, 2022
Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight…
Descriptors: Multilingualism, English (Second Language), Second Language Learning, Second Language Instruction
Negotiation of Meaning and Language-Related Episodes in Synchronous, Audio-Based Chinese-German eTandem
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Renner, Julia – Language Learning in Higher Education, 2017
The present paper examines negotiation of meaning and language-related episodes in Chinese-German eTandem interaction, focusing on Chinese as target language. Against the background of the interactionist approach to language learning and drawing upon Swain and Lapkin's (1998, Interaction and second language learning: Two adolescent French…
Descriptors: Second Language Learning, German, Chinese, Synchronous Communication
Language Instruction Must Do an About-Face
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Stevick, Earl W. – Modern Language Journal, 1974
Discusses conditions and methods that result in receptivity to learning and advocates their incorporation in language teaching. (RM)
Descriptors: Group Dynamics, Humanistic Education, Interaction Process Analysis, Language Instruction