Pair-work dynamics

Abstract

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 targetlike knowledge of particles on fill-in-the-blank pre-test than their partners. Both interaction patterns and quality of engagement appeared to have facilitated their conceptual internalisation 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 nonreciprocal 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.

“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction

“…In some instances, pushed to consider an alternative form or to provide an explanation, the learner who solves the LRE also gets to restructure their own knowledge. Masuda and Iwasaki (2018), for instance, showed how more proficient learners, with a stronger understanding of the Japanese particles “ni” and “de,” got to develop their conceptual knowledge of this target structure through languaging with less proficient classmates. Finally, we should not forget that HL learners may benefit from working with their L2 classmates in ways that cannot be captured through the discourse analysis of their interactions.…”