EFL child peer 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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Autores: Pladevall Ballester, Elisabet|||0000-0002-2793-9179, Vraciu, Alexandra|||0000-0002-2239-2039
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:291971
Acceso en línea:https://ddd.uab.cat/record/291971
https://dx.doi.org/urn:doi:10.14746/ssllt.2020.10.3.3
Access Level:acceso abierto
Palabra clave:EFL child peer interaction
Language
Proficiency pairing
Time
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spelling EFL child peer interactionMeasuring the effect of time, proficiency pairing and language of interactionPladevall Ballester, Elisabet|||0000-0002-2793-9179Vraciu, Alexandra|||0000-0002-2239-2039EFL child peer interactionLanguageProficiency pairingTimeChild 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. 22020-01-0120202020-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/291971https://dx.doi.org/urn:doi:10.14746/ssllt.2020.10.3.3reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-752open accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2919712026-06-06T12:50:31Z
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
spellingShingle EFL child peer interaction
Pladevall Ballester, Elisabet|||0000-0002-2793-9179
EFL child peer interaction
Language
Proficiency pairing
Time
title_short EFL child peer interaction
title_full EFL child peer interaction
title_fullStr EFL child peer interaction
title_full_unstemmed EFL child peer interaction
title_sort EFL child peer interaction
dc.creator.none.fl_str_mv Pladevall Ballester, Elisabet|||0000-0002-2793-9179
Vraciu, Alexandra|||0000-0002-2239-2039
author Pladevall Ballester, Elisabet|||0000-0002-2793-9179
author_facet Pladevall Ballester, Elisabet|||0000-0002-2793-9179
Vraciu, Alexandra|||0000-0002-2239-2039
author_role author
author2 Vraciu, Alexandra|||0000-0002-2239-2039
author2_role author
dc.subject.none.fl_str_mv EFL child peer interaction
Language
Proficiency pairing
Time
topic EFL child peer interaction
Language
Proficiency pairing
Time
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 2
2020-01-01
2020
2020-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/291971
https://dx.doi.org/urn:doi:10.14746/ssllt.2020.10.3.3
url https://ddd.uab.cat/record/291971
https://dx.doi.org/urn:doi:10.14746/ssllt.2020.10.3.3
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-752
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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