none 10.1075/lllt.45.12mor John Benjamins Publishing Company John Benjamins Publishing Company 1757 80794420 2090387 1420417 202507030004000049 10.1075 2025-07-02T18:05:00Z 2016-02-26T09:19:26Z 27 1569-9471 10.1075/lllt https://benjamins.com/ catalog/lllt Masatoshi Sato Universidad Andres Bello https://ror.org/01qq57711 https://orcid.org/0000-0001-7111-3406 Susan Ballinger McGill University https://ror.org/01pxwe438 https://orcid.org/0000-0002-2310-1539 Pedagogical potential and research agenda This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications. 45 3 10 2016 2 26 2016 9789027213327 9789027213334 9789027267177 John Benjamins Publishing Company Amsterdam 10.1075/lllt.45 http://www.jbe-platform.com/content/books/9789027267177 https://www.jbe-platform.com/deliver/fulltext/9789027267177.pdf https://www.degruyter.com/document/doi/10.1075/lllt.45/html Kara Moranski University of Pennsylvania https://ror.org/00b30xv10 Paul D. Toth Temple University https://ror.org/00kx1jb78 In this chapter, we examine the meta-analytic talk of nine adolescent L2 Spanish learners and their subsequent accuracy on a grammaticality judgment task, with the pronoun se as an instructional target. Data come from a U.S. high school during three 90-minute lessons, where learners “co-constructed” rules for se in groups based on its use in reading passages. We coded learners’ analytic talk as belonging to higher or lower levels of analytical abstraction (LAAs) to distinguish labeling L2 forms and categories from identifying broader patterns and rules. The amount of individual and group analytic talk, as well as talk at higher LAAs, was compared to individual grammaticality judgment scores before and six weeks after instruction. Results show that learners in groups with greater mutuality improved their scores even when their overall individual participation was only low or moderate. Implications for theory and practice are discussed. 3 10 2016 2 26 2016 291 316 10.1075/lllt.45.12mor https://benjamins.com/catalog/lllt.45.12mor https://www.degruyter.com/document/doi/10.1075/lllt.45.12mor/html Teacher’s handbook: Contextualized foreign language instruction Adair-Hauck 4 216 2010 Using a story-based approach to teach grammar ACTFL proficiency guidelines American Council on the Teaching of Foreign Languages 2012 10.2307/344508 10.1111/j.1944-9720.1997.tb00860.x 10.2307/3587081 10.3138/cmlr.64.2.269 10.1016/S0022-5371(72)80001-X Vygotskian approaches to second language research Donato 33 1994 Collective scaffolding in second language learning 10.1075/sibil.17.04ell Transana (Version 2.42) Fassnacht 2009 10.1093/applin/19.3.357 10.1017/S027226310100208X 10.1080/09658416.1994.9959845 Sociocultural theory and the genesis of second language development Lantolf 2006 Awareness, type of medium, and L2 development Leow 2014 10.1016/S0346-251X(01)00023-9 Issues in Applied Linguistics Ohta 6 2 93 1995 10.5070/L462005219 Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the Zone of Proximal Development Peer interaction and second language learning: Pedagogical potential and research agenda Rouhshad 267 2016 10.1075/lllt.45.11rou A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts Peer interaction and second language learning: Pedagogical potential and research agenda Sato 1 2016 10.1075/lllt.45.01int Understanding peer interaction: Research synthesis and directions Peer interaction and second language learning: Pedagogical potential and research agenda Sato 91 2016 10.1075/lllt.45.04sat Interaction or collaboration? The proficiency effect on group work in the foreign language classroom 10.1093/applin/11.2.129 The interactional architecture of the language classroom: A conversation analysis perspective Seedhouse 2004 10.1111/1467-9922.00179 10.1111/j.1540-4781.2009.00825.x Sociocognitive perspectives on language use and language learning Swain 112 2010 Talking-it-through’: Languaging as a source of learning 10.1177/136216880000400304 10.1111/j.1467-9922.2008.00441.x 10.1017/S0142716412000197 10.1093/applin/ams049 The concept of activity in Soviet psychology Vygotsky 144 1981 The genesis of higher mental functions (J. V. Wertsch, Trans.) The collected works of L. S. Vygotsky, Volume 1, Problems in general psychology Vygotsky 39 1987 Thinking and speech Peer interaction and second language learning: Pedagogical potential and research agenda Young 135 2016 10.1075/lllt.45.06you Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? 10.1111/j.1467-9922.2012.00743.x