Peer Interaction and Second Language Learning

Nonfiction, Reference & Language, Language Arts, Linguistics
Cover of the book Peer Interaction and Second Language Learning by Jenefer Philp, Rebecca Adams, Noriko Iwashita, Taylor and Francis
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Author: Jenefer Philp, Rebecca Adams, Noriko Iwashita ISBN: 9781135914608
Publisher: Taylor and Francis Publication: November 7, 2013
Imprint: Routledge Language: English
Author: Jenefer Philp, Rebecca Adams, Noriko Iwashita
ISBN: 9781135914608
Publisher: Taylor and Francis
Publication: November 7, 2013
Imprint: Routledge
Language: English

Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.

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Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.

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