Abstract
<p>Swain and Lapkin’s (1998, 2001, 2002) language-related episodes (LREs) have generated greater interest among ESL (English as a Second Language) practitioners and researchers on the effects of addressing linguistic issues during learner-learner interaction in the course of completing pedagogic tasks on interlanguage development. This paper reviews the results of various studies that measured the effects of LREs on L2 development. This paper concludes that LREs could have beneficial effects on L2 learning as reflected by the amount of negotiation and learning opportunities that occurred, the rate of successful outcomes of the repair practices, and L2 achievements in posttests. This paper also suggests that future research could further analyse the exchanges that occur during LREs to gain a greater understanding of interaction-oriented learning opportunities.</p>he semiotic atoms of its grammatical narration as much as the semiotic atoms of its spatial narration in poetic narrative texts to develop and improve the theories of poetic narratology and expand its studies from macro-studies to micro-studies.<p> </p>
Highlights
With growing interest in task-based language teaching and learner interaction, there is greater interest in understanding how learner-learner interaction while engaging in language tasks could help learners improve on their L2 use
Swain and Lapkin (1998) used the term “Language-related Episodes (LREs)” to refer to any part of a dialogue where language learners talk about the language they are producing, question their language use, or correct themselves or others”
Post-tests were conducted based on the use of pronominal verbs that occurred during the LREs
Summary
With growing interest in task-based language teaching and learner interaction, there is greater interest in understanding how learner-learner interaction while engaging in language tasks could help learners improve on their L2 use. Samuda and Rounds (1993) used the term “critical episodes” to refer to instances in which learners address recently learnt or problematic features of the target language. Researchers are interested in how learners recognise gaps in their language use, draw attention to these gaps through negotiation of meaning and negotiation of form, and through repair practices, and provide modified output. Identification of these episodes allowed for the systematic categorisation and analysis of L2 learning opportunities. Swain and Lapkin (1998) used the term “Language-related Episodes (LREs)” to refer to any part of a dialogue where language learners talk about the language they are producing, question their language use, or correct themselves or others”
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
