Languaging in grammar exercises by Japanese EFL learners of differing proficiency

Abstract

Abstract Languaging that second language (L2) learners engage in while producing and comprehending language is a major source of L2 learning [Swain, M., 2006. Languaging, agency and collaboration in advanced language proficiency. In: Byrnes, H. (Ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky. Continuun, London, pp. 95–108]. This study attempts to examine the potential interactions among the type of languaging, the type of discrete grammar exercises, and learners’ level of L2 proficiency. One hundred and 41 low-intermediate and high-intermediate Japanese learners of English were asked to reflect, in writing, on how they solved one of two grammar exercises: comprehension-oriented and production-oriented ones. Both the type of tasks completed and the level of L2 proficiency were found to be the determinants of the type of languaging. We discuss these findings in relation to theoretical and empirical issues of the roles of languaging (e.g., collaborative dialogue, metatalk, private speech) in L2 learning. Pedagogical implications of our findings are also discussed in terms of the choice of comprehension-oriented and production-oriented grammar exercises.