Children working it out together: A comparison of younger and older learners collaborating in task based interaction

Oliver, Ron; Philp, Jenefer; Duchesne, Susan

doi:10.1016/j.system.2017.08.001

Cited by 61 publications

(11 citation statements)

References 40 publications

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“…While both age groups negotiated for meaning, Oliver found that the child learners used fewer clarification requests and confirmation checks. More recently, Oliver, Philp & Duchesne (2017) compared interactions between 11 pairs of younger (5–8 years) and 10 pairs of older (9–12 years) learners. Among several key differences, Oliver et al identified learner's engagement as a mediating factor of the effectiveness of interaction.…”

Section: Interlocutor Characteristicsmentioning

confidence: 99%

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Interaction and instructed second language acquisition

2018

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Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interlocutor characteristics, including (a) first language (L1) status, (b) peer interaction, (c) participation structure, (d) second language (L2) proficiency, and (e) individual differences. The second topic is task characteristics, such as task conditions (e.g. information distribution, task goals), task complexity (i.e. simple or complex), and task participation structure (i.e. whole class, small groups or dyads). Next, the review considers various linguistic features that have been researched in relation to interaction and L2 learning. The review then continues with interactional contexts, focusing especially on research into computer-mediated interaction. The review ends with a consideration of methodological issues in interaction research, such as the merits of classroom and lab-based studies, and the various methods for measuring the noticing of linguistic forms during interaction. In sum, research has found interaction to be effective in promoting L2 development; however, there are numerous factors that impact its efficacy.

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Section: Interlocutor Characteristicsmentioning

confidence: 99%

“…Among several key differences, Oliver et al identified learner's engagement as a mediating factor of the effectiveness of interaction. For example, depending on the topic of the task, older learners ‘simply wanted to get the task done’ (2017: 8), resulting in fewer instances of negotiation for meaning.…”

Section: Interlocutor Characteristicsmentioning

confidence: 99%

Interaction and instructed second language acquisition

2018

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“…The consistent focus on task performance became more pronounced as the tasks progressed towards completion. This represents a noteworthy finding consistent with results reported in other studies involving child task-based interaction (e.g., Azkarai & Imaz Agirre, 2016;Gagné & Parks, 2013;García Mayo & Imaz Agirre, 2019;García Mayo & Lázaro-Ibarrola, 2015;Oliver, Philp & Duchenes, 2017;Pinter, 2006Pinter, , 2007. In-depth qualitative analysis of the task interaction data shows that task performance was facilitated by five verbal interactional strategies proposed in social and cognitive accounts of language development.…”

Section: Verbal Interactional Strategies In the Task Performancessupporting

confidence: 89%

The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam

Bui¹

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<p>Research into the introduction of task-based language teaching (TBLT) in Asian primary school classrooms is rare, despite curriculum initiatives in many Asian countries promoting communicative and task-based teaching and learning. This study addresses this gap by investigating the implementation of TBLT in EFL classrooms in primary schools in Vietnam, a context hitherto under-research from a TBLT perspective. The research was conducted in two phases. Phase 1 was a multiple case study which used classroom observations, stimulated recall and in-depth interviews to investigate how seven Vietnamese EFL primary school teachers implemented speaking lessons and how they viewed the lessons. The results showed that all teachers followed the presentation-practice-production (PPP) sequence specified in the textbooks, but that they independently incorporated communicative activities into the lessons. The teachers’ view of the PPP lessons varied but they shared a concern about the mechanical nature of the PPP lessons. Phase 2 investigated the implementation of two task-based lessons redesigned from PPP speaking lessons in a textbook by three teachers who participated in Phase 1 of the study. The data were collected from classroom observations, stimulated recall and in-depth interviews with the teachers, interviews with pupils, and recordings of task performances by nine pairs of learners. The results showed that all three teachers successfully carried out the two task-based lessons and reported a higher level of learner engagement and communication in their classes. Analysis of pupil interview data reveals evidence to support the teachers’ views. All pupils expressed interest in the task-based lessons with stronger pupils affirming the scaffolding role of the pre-tasks and communicative value of the main tasks. Weaker pupils reported challenges of completing the main tasks due to lack of pre-teaching of the target structural patterns. Analysis of task interaction data showed that all dyads worked consistently towards completing the main tasks in the task-based lessons, although the achieved outcomes varied slightly. They were able to assist each other to co-construct their utterances, correct their own errors and help correct each other’s errors, negotiate for meaning to overcome comprehension difficulties and use L1 to foster task completion. All of these strategies were found to facilitate task completion and provided a fruitful context for language development. In sum, the results point to the viability of TBLT in the Vietnamese EFL primary school context. They contribute to an understanding of the implementation of TBLT in authentic classrooms and the nature of task interaction among EFL primary school pupils.</p>

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“…While research on interaction patterns in second and foreign language contexts with adults has been carried out, (Chen, 2017;Tan et al, 2010), fewer studies describe interaction patterns between young learners. Research on the social aspect of child interaction has suggested that underlying social goals and language learning are closely intertwined (Bigelow & King, 2016), and Oliver et al (2017) propose that the success of language learning during peer interaction may depend on the manner in which learners relate to each other. Collaborative peers (average age 6) in Ahmadian and Tajabadi's study in an EFL context (2017), showed higher scores on vocabulary tests following an oral peer task than expert/ novice and dominant/dominant dyads, which the authors believe was related to the focus on vocabulary and engagement in task completion shown by these learners, demonstrating a possible relationship between interaction patterns and learning with young learners.…”

Section: Interaction Patternsmentioning

confidence: 99%

“…His utterances in turns 11, 13 and 15 form a cohesive text and do not acknowledge the utterances of his partner. Children's ability to focus on the ideas of others changes with age (Oliver et al, 2017), and it would appear that these two learners still have difficulty determining what is adequate and inadequate information. Furthermore, the less collaborative nature of interaction is evident in the difficulty these learners have managing the task.…”

Section: Excerpt Imentioning

confidence: 99%

Interaction patterns and support for learning in the primary foreign language classroom

Leslie

2021

PortaLin

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In this study, both sociocultural and cognitive perspectives are used to investigate how learners in the primary foreign language classroom support each other’s learning during peer oral interaction, and how this is influenced by different interaction patterns. Learners were recorded taking part in 3 spot-the-difference tasks in a year 4 primary class, and Storch’s model of interaction patterns (2002) was used as a framework to classify learner interaction. Transcripts were analysed qualitatively and quantitatively, and show how learners used a variety of strategies to support their partner’s output. It also shows how the majority of learners worked collaboratively, how collaboration increased with task repetition, and how pairs who engaged in collaborative interaction provided most support for their peer. However, other dyads showed less mutuality and engaged little with each other’s contributions, with quantitative analysis showing these learners provided each other with the least support for language learning, as they were unlikely to ask their peer for help, one of the most common strategies used by other dyads.

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Children working it out together: A comparison of younger and older learners collaborating in task based interaction

Cited by 61 publications

References 40 publications

Interaction and instructed second language acquisition

Interaction and instructed second language acquisition

The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam

Interaction patterns and support for learning in the primary foreign language classroom

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