Young learners’ interactional development in task-based paired-assessment in their first and foreign languages: a case of English learners in China

Butler, Yuko Goto; Wei, Zeng

doi:10.1080/03004279.2013.813955

Cited by 34 publications

(20 citation statements)

References 43 publications

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“…For example, Lyster and colleagues (e.g., Lyster, 2002;Lyster & Ranta, 1997) based on research among early adolescents, suggest that it is through attention to the structure of language that L2 learning occurs. How this might manifest in younger learners has received less attention in L2 research (although see work by Oliver and also Butler & Zheng, 2014, 2015 and so is another focus of the current study.…”

Section: A Focus On Languagementioning

confidence: 98%

“…Specifically, the series of studies conducted by Oliver show that children use similar interactive strategies as adults do, though proportional differences are noted with regard to use (Oliver, 1998(Oliver, , 2000 and according to the quality of what they say (e.g., truth and politeness can vary with age) (Oliver, 2000(Oliver, , 2009. Even so, previous findings suggest that interacting with peers can be a particularly motivating context for practice and meaningful second language (L2) use for child learners (Bigelow & King, 2016;Butler & Zheng, 2014, 2015Mackey, Kanganas & Oliver, 2007;Mackey et al, 2003;Mackey, Oliver & Philp, 2006;Oliver, 1995Oliver, , 2000Pinter, 2007). This is also the linguistic space where child peers can provide each other with the type of input and feedback that is purported to be facilitative of L2 learning (Oliver, , 2009Philp & Duchesne, 2008;Wong-Fillmore, 1976).…”

Section: Benefits Of Communicative Peer Interactionmentioning

confidence: 99%

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

Oliver

Philp

Duchesne

2017

System

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This paper describes peer interaction among children with English as an Additional Language (EAL) in primary schools. Through linguistic analysis it provides an exploratory examination of the nature of their collaborations, how they work together and the ways they interact as they complete classroom task pair work. 42 children from two junior and two senior classes of intermediate level English from four EAL reception classrooms participated. Data comprised recordings and transcriptions of the interactions of 11 pairs of younger (5 -8 years) and 10 pairs of older (9 -12 years) children as they completed five tasks over two weeks.An analysis of the language used demonstrated variation in: (a) the way the children worked socially, enjoyment during task work, cooperating and achieving reciprocity, and how they resolved conflict when it occurred; (b) their task management and on-and off-task talk; (c) the language they used for learning, demonstrating their cognitive involvement, and; (d) their attention to content and linguistic aspects of the task. Differences were also observed to occur according to the age of the learners. Together the results from this study suggest the need to consider task based interaction beyond simply the linguistic and operational levels alone.

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Section: A Focus On Languagementioning

confidence: 98%

Section: Benefits Of Communicative Peer Interactionmentioning

confidence: 99%

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

Oliver

Philp

Duchesne

2017

System

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“…Another conversational analytic study by Can Daskin (2015) reveals that shaping learner contributions is an important indicator of classroom IC. Butler and Zeng (2015) found that there were variations in patterns of interaction and characteristics as well as self-assessment behaviors in the fourth-and sixth-grade students' paired communication. Another study by Walsh (2003) provides a descriptive system that teachers can use to extend an understanding of the interactional processes taking place in their own classes.…”

Section: Interactional Competence: Related Studiesmentioning

confidence: 90%

Linguistic competence, Communicative Competence and Interactional Competence

Abdulrahman¹,

Abu-Ayyash²

2019

JAL

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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.

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“…Research with children has only recently begun to appear. Butler and Zeng (2014, 2015), for example, explored the patterns of interaction, interactional characteristics (such as turn-taking or topic development), and self-evaluations of Chinese EFL learners in 4th and 6th grades in task-based interaction. They found that 4th graders showed less engagement, and that their patterns of interaction were not stable across tasks.…”

Section: Sociocultural Perspective and Child Sla Researchmentioning

confidence: 99%

Review of Child Second Language Acquisition (SLA): Examining Theories and Research

Oliver¹,

Azkarai²

2017

Ann Rev Appl Linguist

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Within the field of second language acquisition (SLA), there has been much less research undertaken with children than with adults, yet the two cohorts are quite distinct in characteristics and in their learning processes. This article provides a review of child SLA research, particularly the research with a pedagogical focus. We describe a series of studies, including those informed by different theoretical perspectives (interactionist and sociocultural), in different instructional settings (i.e., second language, foreign language, immersion, and content and language integrated learning [CLIL] contexts) and using different research methodologies (longitudinal, case study, experimental, and naturalistic). We begin by highlighting the importance of age as a factor in SLA research, presenting studies that have focused on the differences existing between younger and older learners. We also consider interventions that can support language learning—including form-focused instruction and the use of tasks. We finish by presenting a proposed change in the way that research with children is conducted.

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Young learners’ interactional development in task-based paired-assessment in their first and foreign languages: a case of English learners in China

Cited by 34 publications

References 43 publications

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

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

Linguistic competence, Communicative Competence and Interactional Competence

Review of Child Second Language Acquisition (SLA): Examining Theories and Research

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