Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction

Philp, Jenefer and Iwashita, Noriko (2013) Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction. Language Awareness, 22 4: 353-370. doi:10.1080/09658416.2012.758128

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Author Philp, Jenefer
Iwashita, Noriko
Title Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
Journal name Language Awareness   Check publisher's open access policy
ISSN 0965-8416
1747-7565
Publication date 2013
Year available 2013
Sub-type Article (original research)
DOI 10.1080/09658416.2012.758128
Open Access Status
Volume 22
Issue 4
Start page 353
End page 370
Total pages 18
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Subject 3310 Linguistics and Language
3304 Education
1203 Design Practice and Management
Abstract This study examines whether the process of interacting in a second language, versus observing others interact, may differentially affect learner's awareness of language. This study involved 26 university students of intermediate-level French. Two experimental groups, Interactors and Observers, engaged in three sessions of dyadic task-based interaction. The tasks elicited use of noun-adjective agreement and the passé composé. Although the Interactors provided little feedback to one another, subsequent stimulated recall interviews suggest differences between groups as to what they were thinking about during interaction, with Interactors paying more attention to language form. The results suggest that active language production itself (rather than passive observation) pushes learners to think about how to express meaning in the target language, and to draw upon explicit knowledge of the language. The findings contribute to understanding roles of output in second language learning.
Keyword Foreign language pedagogy
Interaction
Noticing
Output
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Languages and Cultures Publications
 
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