Volume 45 in the Language learning and language teaching series.

Includes bibliographical references and index.

"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." (Book Cover)

CONTENTS:

INTRODUCTION

Understanding peer interaction: Research synthesis and directions / Masatoshi Sato and Susan Ballinger

Section I. Interactional patterns and learner characteristics

Chapter 1 Peer interaction and learning: A focus on the silent learner / Ana Fernandez Dobao

Chapter 2 Peer interaction and metacognitive instruction in the EFL classroom / Akiko Fujii, Nicole Ziegler and Alison Mackey

Chapter 3 Interaction or collaboration? Group dynamics in the foreign language classroom / Masatoshi Sato and Paula Viveros

Chapter 4 Interactional behaviours of low-proficiency learners in small group work / Hyunsik Choi and Noriko Iwashita

Chapter 5 Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? / Amy Young, Amy and Diane J. Tedick

Section II: Tasks and interactional modalities

Chapter 6 Peer interaction in F2F and CMC contexts / Shawn Loewen and Dominik Wolff

Chapter 7 Thai EFL learners' interaction during collaborative writing tasks and its relationship to text quality / Kim McDonough, William J. Crawford and Jindarat De Vleeschauwer

Chapter 8 Engagement with the language: How examining learners' affective and social engagement explains successful learner-generated attention to form / Melissa Baralt, Laura Gurzynski-Weiss and YouJin Kim

Chapter 9 EFL task-based interaction: Does task modality impact on language-related episodes? / Maria del Pilar Garcia Mayo and Agurtzane Azkarai

Chapter 10 A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts / Amir Rouhshad and Neomy Storch

Chapter 11 Small-group meta-analytic talk and Spanish L2 development / Kara Moranski and Paul D. Toth

Section III: Learning settings

Chapter 12 How adolescents use social discourse to open space for language learning during peer interactions / Melinda Martin-Beltran, Pei-Jie Chen, Natalia Guzman and Kayra Merrills

Chapter 13 Peer interaction while learning to read in a new language / Martha Bigelow and Kendall King

EPILOGUE

New pathways in researching interaction / Jenefer Philp

Index.