期刊名称：Studies in Second Language Learning and Teaching
印刷版ISSN：2083-5205
电子版ISSN：2084-1965
出版年度：2020
卷号：10
期号：3
页码：423-447
DOI：10.14746/ssllt.2020.10.3.2
语种：English
出版社：Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University
摘要：A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008;Leeser,2004). Sociocultural theory (Lantolf & Appel,1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different patterns of interaction (Storch,2002) has on the production of LREs (e.g.,Mozaffari,2017;Storch & Aldosari 2013),but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002),the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.
关键词：language-related episodes (LRE);pair dynamics;pair formation; collaborative task;content and language integrated learning (CLIL)
