9. Peer-Peer Dialogue as a Means of Second Language Learning

Abstract

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

Patterns of Interaction in Young EFL Learners’ Pair Work: The Relationship between Pair Dynamics and Vocabulary Acquisition

“…Thus, it is possible for peers with almost equal ability to provide social mediations for other learners. Other confirming research examining peer dialogue (Ohta 2000, Swain, Brooks andTocalli-Beller 2002) showed that by requesting help from other peers and offering advice, the participants positioned themselves as experts and novices throughout the interactions. Together, they could achieve a level of performance beyond their individual level of competence (Ohta 2000).…”

A reflective e-learning journey from the dawn of CALL to web 2.0 intercultural communicative competence (ICC)

“…This proves the usefulness of such an activity to raise students' language awareness, which is also reflected in the following two instances of collaborative dialogue and metatalk (cf. Swain et al, 2002) These two extracts from discussions students led on Voxopop focus on the linguistic output itself. The student who commented on the original contribution had picked up on certain aspects of the other student's language and now enquired about them.…”

Interactions in Non-English Major Large Classes in Vietnam

“…The findings indicate that teachers, through their interactions with students, mediate between the students' current linguistic levels in English and their commonsense understandings of science, on the one hand, and the educational discourse and specialist understandings of the subject, on the other. Swain, Brooks, & Tocalli-Beller (2002) pointed out that collaborative dialogue is beneficial in language learning because when learners encounter linguistic problems, the dialogue can help them to solve the problems together.…”