Abstract
A Sociocultural Approach to Interactions among Beginning Learners of Chinese as A Foreign Language: Implications for Teachers of Chinese to Speakers of Other Languages
Highlights
With the increasing recognition of the benefits of learner interaction for L2 learning, collaborative activity has become prevalent in many L2 classrooms
The qualitative analysis showed interactional processes related to mutual assistance, correction, coconstruction, and the use of the L1 that beginning learners of Chinese as a foreign language (CFL) deployed to solve language problems encountered during task completion
Using task-based activity can contribute to establishing a learner-centered classroom as advocated by many researchers for Chinese for speakers of other languages (CSOL) teaching (Moloney & Xu, 2012). This small-scale study investigated the interaction between beginning learners of CFL during taskbased activity and its links to L2 learning
Summary
With the increasing recognition of the benefits of learner interaction for L2 learning, collaborative activity has become prevalent in many L2 classrooms. Earlier research has focused on what types of tasks in what conditions are most effective for interaction (Gass & Varonis, 1994; Polio & Gass, 1998). This line of research, known as input, interaction, output approach (Block, 2003) perceives interaction as a tool for learners to increase their comprehension of the L2 through various interactional mechanisms, especially in terms of meaning negotiation (Long, 1996). This approach has received criticism, as it has been found that during interaction, the learner is doing more than negotiating the meaning of L2 input (Brooks & Donato, 1994; Foster & Ohta, 2005). As such, reducing interaction merely to meaning negotiation may have prevented us from having a complete picture of the relationship between interaction and L2 learning (van Lier, 2000)
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