Abstract
Recent studies have paid attention to peer interaction as a means of second language (L2) learning. Interaction among learners in carrying out task is believed to mediate the process of L2 learning. The study therefore observed the nature of a pair talk in an interaction while completing a grammar task. The interaction was recorded and analysed by using language related episodes (LRE) in terms of form, lexicality, and mechanism. LRE was used in order to understand the characteristics of a pair talk at homogenous (intermediate-intermediate) level and to examine the participants’ accuracy in completing the task. The results suggest that even though the pair solved the questions in the task using form-focused LRE (F-LRE) and resolved the task interactively, they were not able to make correct decisions over grammar errors.
Highlights
Several studies suggest that peer interaction is very beneficial in promoting second language (L2) learning (Storch, 2007; Watanabe & Swain, 2007)
Given the lack of study focusing on intermediate proficiency dyad, the study sought to understand the characteristics of learners’ talk that was produced by the same degree of homogenous level, which is intermediate-intermediate level
This study revealed that higher proficient learners were able to produce more language related episodes (LRE) compared to their lower counterparts
Summary
Several studies suggest that peer interaction is very beneficial in promoting second language (L2) learning (Storch, 2007; Watanabe & Swain, 2007). This study attempted to analyse the characteristics of a pair talk at intermediate level when completing an editing task. It examined whether working in pair can help intermediate learners make correctly grammatical decisions when solving the given task. This article examines the characteristics of a pair work between two intermediate English learners during completion of a grammar task.
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