How is L2 pair interaction related to fluency and language use? A quantitative approach

Abstract

Previous research examined L2 interaction by describing salient features exhibited in different patterns of peer interaction. These studies mostly used qualitative methods and focused on the collaborative aspect of such construct (Galaczi, 2008). The present study adopts a quantitative approach to explore and describe L2 interaction, utilizing the data of the Corpus of Collaborative Oral Tasks (CCOT). Specifically, it measures pairs’ interaction by creating a composite score of interactivity to understand the relationship between the dyads' degree of interactivity and their use of lexico-grammatical features as well as their L2 fluency. Pearson's correlation tests showed weak to moderate positive relationships between interactivity and discourse particles, response forms, wh-questions, and second person pronouns. Additionally, the tests revealed weak negative relationships between interactivity and both nominal forms and hesitations. Furthermore, revealing moderate relationships, Pearson's correlation tests showed that interactivity was associated with more fluent L2 speech, where learners of higher interactivity levels tended to produce fewer silent pauses and faster speech rates. The study provides insights for scholars interested in L2 interaction. It suggests that some linguistic features were not only associated with collaborative behaviors (as reported in the literature) but also with interactivity as broad aspect. Furthermore, it provides a description of how the act of turn taking might potentially serve the fluency of higher interactivity students, warranting further investigation of turn frequency among L2 test takers as test raters might potentially be influenced by the test candidates’ fluency. Finally, it reports that L2 interactivity exhibited a relationship pattern with linguistic features that resembles patterns reported in the literature of studies on native speakers of English.