EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction

Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiatio...

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Detalles Bibliográficos
Autores: Pladevall Ballester, Elisabet, Vraciu, Alexandra
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/69746
Acceso en línea:https://doi.org/10.14746/ssllt.2020.10.3.3
http://hdl.handle.net/10459.1/69746
Access Level:acceso abierto
Palabra clave:EFL child peer interaction
Time
Proficiency pairing
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spelling EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interactionPladevall Ballester, ElisabetVraciu, AlexandraEFL child peer interactionTimeProficiency pairingChild peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within a primary school EFL context, this paper aims to explore the amount and types of meaning negotiation, and the effects of time, proficiency pairing and language choice in a spot-the-differences task. Forty Catalan/Spanish bilingual children were paired into mixed and matched proficiency dyads, and their oral production was analyzed twice over the course of two years (i.e., 9-10 and 11-12 years old). The analysis included conversational adjustments, self- and other-repetition and positive and negative feedback in the learners’ L1 and second language (L2). Our data show that the amount of meaning negotiation is low, although L2 meaning negotiation is higher than L1 meaning negotiation, and all the strategies are present in the data except for comprehension checks. Time effects are hardly observed. However, proficiency pairing and language effects are more generally found, whereby mixed proficiency dyads tend to negotiate for meaning more than matched dyads and meaning negotiation instances are more frequent in the L2 than in the L1.The authors wish to acknowledge the research group EFLIC (2017SGR752) at Universitat Autònoma de Barcelona. Alexandra Vraciu is a Serra Húnter Fellow at the Facultat de Ciències de l’Educació (Universitat de Lleida).Department of English Studies202020202020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.14746/ssllt.2020.10.3.3http://hdl.handle.net/10459.1/69746http://hdl.handle.net/10459.1/69746reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a https://doi.org/10.14746/ssllt.2020.10.3.3Studies in second language learning and teaching, 2020, vol. 10, núm. 3, p. 449-472cc-by (c) Vraciu et al., 2020info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:recercat.cat:10459.1/697462026-05-29T05:05:01Z
dc.title.none.fl_str_mv EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
title EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
spellingShingle EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
Pladevall Ballester, Elisabet
EFL child peer interaction
Time
Proficiency pairing
title_short EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
title_full EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
title_fullStr EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
title_full_unstemmed EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
title_sort EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
dc.creator.none.fl_str_mv Pladevall Ballester, Elisabet
Vraciu, Alexandra
author Pladevall Ballester, Elisabet
author_facet Pladevall Ballester, Elisabet
Vraciu, Alexandra
author_role author
author2 Vraciu, Alexandra
author2_role author
dc.subject.none.fl_str_mv EFL child peer interaction
Time
Proficiency pairing
topic EFL child peer interaction
Time
Proficiency pairing
description Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within a primary school EFL context, this paper aims to explore the amount and types of meaning negotiation, and the effects of time, proficiency pairing and language choice in a spot-the-differences task. Forty Catalan/Spanish bilingual children were paired into mixed and matched proficiency dyads, and their oral production was analyzed twice over the course of two years (i.e., 9-10 and 11-12 years old). The analysis included conversational adjustments, self- and other-repetition and positive and negative feedback in the learners’ L1 and second language (L2). Our data show that the amount of meaning negotiation is low, although L2 meaning negotiation is higher than L1 meaning negotiation, and all the strategies are present in the data except for comprehension checks. Time effects are hardly observed. However, proficiency pairing and language effects are more generally found, whereby mixed proficiency dyads tend to negotiate for meaning more than matched dyads and meaning negotiation instances are more frequent in the L2 than in the L1.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.14746/ssllt.2020.10.3.3
http://hdl.handle.net/10459.1/69746
http://hdl.handle.net/10459.1/69746
url https://doi.org/10.14746/ssllt.2020.10.3.3
http://hdl.handle.net/10459.1/69746
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.14746/ssllt.2020.10.3.3
Studies in second language learning and teaching, 2020, vol. 10, núm. 3, p. 449-472
dc.rights.none.fl_str_mv cc-by (c) Vraciu et al., 2020
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) Vraciu et al., 2020
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Department of English Studies
publisher.none.fl_str_mv Department of English Studies
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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