L2 Proficiency Pairing, Task Type and L1 Use: A Mixed-Methods Study on Optimal Pairing in Dyadic Task-Based Peer Interaction.

Lili Tian,Yan Jiang

doi:10.3389/fpsyg.2021.699774

Abstract

While task-based peer interaction in dyads has been commonly practiced in English as a foreign language (EFL) classrooms, how to pair learners in dyadic tasks has always been a concern of teachers and researchers. This study examined learner proficiency pairing, task type and L1 use by Chinese EFL learners in two dyadic speaking tasks. Thirty-six participants were paired according to their oral English proficiency levels into: same-level pairs (high-high; medium-medium; low-low), and mixed-level pairs (high-low). All pairs completed two types of speaking tasks—information-gap and opinion-exchange. Quantitative results showed a significant difference between low-low pairs and other pairs in the amount of L1 use. Low-level learners produced significantly more L1 words and turns when paired with other low-level peers (low-low) than with high-level peers (high-low) in both types of tasks. Qualitative analysis further indicated that the mixed-level (high-low) pairs produced more opportunities for negotiation of meaning than the same-level (low-low) pairs during the interactional episodes where the L1 served various functions. The study offers pedagogical implications for EFL teachers about how to optimally pair learners to maximize their language development.

Highlights

Second language (L2) interactionists have long claimed that conversational interaction between non-native speakers through communicative tasks can enhance speaking opportunities (Long and Porter, 1985, Varonis and Gass, 1985) and facilitate negotiation of meaning (Long, 1983; Pica and Doughty, 1985)
The present study investigated the role of L2 proficiency pairing and task type in the amount and functions of L1 used by Chinese English as a foreign language (EFL) learners engaging in dyadic task-based oral interaction
The amount of L1 words and turns used by the L-L dyads was modest, fewer opportunities for negotiation of meaning were detected in their interactional episodes

Summary

Introduction

Second language (L2) interactionists have long claimed that conversational interaction between non-native speakers through communicative tasks can enhance speaking opportunities (Long and Porter, 1985, Varonis and Gass, 1985) and facilitate negotiation of meaning (Long, 1983; Pica and Doughty, 1985). Previous studies investigating L1 use during task-based peer interaction mainly examined the amount and functions of L1 use, with the assumption that modest use of L1 would result in Optimal Pairing in Peer Interaction the least loss of opportunities for L2 production (Storch and Aldosari, 2010; Azkarai and García Mayo, 2015). It remains under-explored whether this assumption holds true. Compared with the same functions served by L2, whether these L1 functions, served by the modest use of L1, affected opportunities for negotiation of meaning through interactional moves during the pertinent interactional episodes still puzzles classroom practitioners

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