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

Detalhes bibliográficos
Autor(a) principal: Leslie, Carolyn
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10362/134758
Resumo: UIDB/04097/2020 UIDP/04097/2020
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spelling Interaction patterns and support for learning in the primary foreign language classroomSupport for language learningPeer interactionInteraction patternsPrimary language learningForeign language learningUIDB/04097/2020 UIDP/04097/2020In 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.Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM)Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)RUNLeslie, Carolyn2022-03-17T23:21:55Z2021-06-072021-06-07T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article18application/pdfhttp://hdl.handle.net/10362/134758eng1697-7467PURE: 29061352https://doi.org/10.30827/portalin.v0i36.15712info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T05:13:13Zoai:run.unl.pt:10362/134758Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:48:13.446622Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Interaction patterns and support for learning in the primary foreign language classroom
title Interaction patterns and support for learning in the primary foreign language classroom
spellingShingle Interaction patterns and support for learning in the primary foreign language classroom
Leslie, Carolyn
Support for language learning
Peer interaction
Interaction patterns
Primary language learning
Foreign language learning
title_short Interaction patterns and support for learning in the primary foreign language classroom
title_full Interaction patterns and support for learning in the primary foreign language classroom
title_fullStr Interaction patterns and support for learning in the primary foreign language classroom
title_full_unstemmed Interaction patterns and support for learning in the primary foreign language classroom
title_sort Interaction patterns and support for learning in the primary foreign language classroom
author Leslie, Carolyn
author_facet Leslie, Carolyn
author_role author
dc.contributor.none.fl_str_mv Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM)
Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)
RUN
dc.contributor.author.fl_str_mv Leslie, Carolyn
dc.subject.por.fl_str_mv Support for language learning
Peer interaction
Interaction patterns
Primary language learning
Foreign language learning
topic Support for language learning
Peer interaction
Interaction patterns
Primary language learning
Foreign language learning
description UIDB/04097/2020 UIDP/04097/2020
publishDate 2021
dc.date.none.fl_str_mv 2021-06-07
2021-06-07T00:00:00Z
2022-03-17T23:21:55Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10362/134758
url http://hdl.handle.net/10362/134758
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1697-7467
PURE: 29061352
https://doi.org/10.30827/portalin.v0i36.15712
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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