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dc.contributor.authorPladevall Ballester, Elisabet
dc.contributor.authorVraciu, Alexandra
dc.date.accessioned2020-11-02T09:42:29Z
dc.date.available2020-11-02T09:42:29Z
dc.date.issued2020
dc.identifier.issn2084-1965
dc.identifier.issn2083-5205
dc.identifier.urihttp://hdl.handle.net/10459.1/69746
dc.description.abstractChild peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within a primary school EFL context, this paper aims to explore the amount and types of meaning negotiation, and the effects of time, proficiency pairing and language choice in a spot-the-differences task. Forty Catalan/Spanish bilingual children were paired into mixed and matched proficiency dyads, and their oral production was analyzed twice over the course of two years (i.e., 9-10 and 11-12 years old). The analysis included conversational adjustments, self- and other-repetition and positive and negative feedback in the learners’ L1 and second language (L2). Our data show that the amount of meaning negotiation is low, although L2 meaning negotiation is higher than L1 meaning negotiation, and all the strategies are present in the data except for comprehension checks. Time effects are hardly observed. However, proficiency pairing and language effects are more generally found, whereby mixed proficiency dyads tend to negotiate for meaning more than matched dyads and meaning negotiation instances are more frequent in the L2 than in the L1.ca_ES
dc.description.sponsorshipThe authors wish to acknowledge the research group EFLIC (2017SGR752) at Universitat Autònoma de Barcelona. Alexandra Vraciu is a Serra Húnter Fellow at the Facultat de Ciències de l’Educació (Universitat de Lleida).ca_ES
dc.language.isoengca_ES
dc.publisherDepartment of English Studiesca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.14746/ssllt.2020.10.3.3ca_ES
dc.relation.ispartofStudies in second language learning and teaching, 2020, vol. 10, núm. 3, p. 449-472ca_ES
dc.rightscc-by (c) Vraciu et al., 2020ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectEFL child peer interactionca_ES
dc.subjectTimeca_ES
dc.subjectProficiency pairingca_ES
dc.titleEFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interactionca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.14746/ssllt.2020.10.3.3


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cc-by (c) Vraciu et al., 2020
Except where otherwise noted, this item's license is described as cc-by (c) Vraciu et al., 2020