Verbal Evidence of Task-related Strategies in EFL
Children and Adult Interactions
Bibliographic Data
| ID | 19526664 |
|---|---|
| Authors | Raúl Azpilicueta-Martínez (0000-0002-5500-1583, Universidad Pública de Navarra (UPNA), corresponding author) |
| Year | 2020 |
| Volume | 20 |
| Issue | 3 |
| Pages | 1-28 |
| Publication date | 2020-12-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Studies (JOURNAL) |
| Journal identifiers | ISSN: 1578-7044 • E-ISSN: 1989-6131 |
| Publisher | Servicio de Publicaciones de la Universidad de Murcia (PUBLISHER) |
| DOI | 10.6018/ijes.409961 |
| OpenAlex | W3119437293 |
| Language | EN |
| References cited | 19 |
The benefits of task-based interaction in Second Language Learning (SLL) have been made increasingly evident in the literature. However, unlike adult studies, only recently has interaction research on EFL children grown in popularity. Most children-based research has focused primarily on Negotiation of Meaning, while other age-related aspects, including a more comprehensive analysis of how adults and children perform and resolve tasks, remain relatively unexplored. This paper addresses this gap by analysing the similarities and differences in the task-related strategies of twenty children aged 8 and 9 and fourteen adult L1-Spanish EFL learners at low levels of competence in paired interaction. Results provide evidence of clear age-related differences, as adults were more consistent and approached the task in a more predictable and efficient fashion. Findings also point to task repetition as a key factor leading to a more successful performance in both groups, even more markedly in the case of children
Cognitive psychology · Developmental psychology · Popularity · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Social Psychology
Techniques and principles in language teaching
Second Language Task Complexity
The origins of intelligence in children.
Language Learning Motivation
Input, Interaction, and Second‐language Acquisition
Motivation and Motivating in the Foreign Language Classroom
Birds out of Dinosaurs
A Classroom Perspective on the Negotiation of Meaning
Interactional Competence across Proficiency Levels
Task complexity, task difficulty, and task production
Strategies used to communicate route directions by telephone
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Verbal evidence of task related strategies
Technology-mediated TBLT
Is a Picture Worth a Thousand Words
Task Familiarity and Interactional Feedback in Child ESL Classrooms
Negotiation of Meaning in Conversational and Information Gap Activities
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Input, Negotiation, and Age Differences in Second Language Acquisition1
| Citation velocity | historical |
|---|---|
| Highly cited | No |