Pair-work dynamics

Bibliographic Data

ID22335486
AuthorsKyoko Masuda (0000-0003-3473-8970, Georgia Institute of Technology), Noriko Iwasaki (0000-0002-4233-9788, University of London)
Year2018
Volume5
Issue1
Pages46-71
Publication date2018-05-10
Open AccessNo
TypeARTICLE
VenueLanguage and Sociocultural Theory (JOURNAL)
Journal identifiersISSN: 2051-9699 • E-ISSN: 2051-9702
PublisherUniversity of Toronto Press Inc. (UTPress) (PUBLISHER)
DOI10.1558/lst.34514
OpenAlexW2792016752
LanguageEN
Citations received2
References cited21

Adopting microgenetic analysis of languaging (Swain, 2006) in pair-work, this study aims to advance our understanding of learners’ developmental processes for the complex concepts of Japanese particles ni/de. Two pairs whose learning outcomes differed were chosen, and their languaging was examined, focusing on ‘stronger’ learners, the peers who showed more target-like knowledge of particles on fill-in-theblank pre-test than their partners. Both interaction patterns and quality of engagement appeared to have facilitated their conceptual internalization for the Japanese particles ni/de. A stronger learner in one of the pairs demonstrated reciprocal elaborate engagement in a collaborative pattern, and greatly improved his understanding and retained it longer-term. In contrast, a stronger learner in the other pair, who demonstrated non-reciprocal limited engagement in dominant-passive interaction, showed no development over time. Follow-up interviews revealed these peers’ differing attitudes toward pair-work, which were likely conducive to their engagement in pair-work and L2 learning outcome

Collaborative learning · Developmental psychology · Linguistics · Mathematics education · Pedagogy · Reciprocal · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Social Psychology

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