Using activity theory to explain differences in patterns of dyadic interactions in an ESL class
By N. Storch. 2004
151 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/cea810c7ded833b74339d5adcf6505c07f2e7b9d
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Learning Language, Learning Culture: Teaching Language to the Whole Student (2020, background): “Storch (2004) explores language learning in a university English as second language (ESL) class, for example, describing how divergent motives and goals create variations in interactional pattern.”
- Peer feedback in second language writing (2005–2014) (2016, methodology): “…writing, second language acquisition (SLA), applied linguistics, education, cognitive and psycholinguistic fields (Vygotsky 1987; Swain & Lapkin 1998, 2002; Lantolf 2000; Liu & Hansen 2002; Storch 2002, 2004; Lantolf & Thorne 2006; Swain 2006; Villamil & Guerrero 2006; Zhu & Mitchell 2012).”
- Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, methodology): “While confirming the findings from previous peer feedback studies on motives involving pair work (Jin & Zhu, 2010; Storch, 2004; Zhu & Mitchell, 2012), our study extends previous research by providing a relatively more complex picture of peer feedback activities by uncovering the relationships betwe”
- Pairing learners in pair work activity (2013, methodology): “Using Storch’s (2002, 2009) model of dyadic interaction, the researchers found that pairs who collaborated produced more LREs and subsequently showed more evidence of learning than pairs where one participant dominated the interaction (see also Storch, 2002).”
- Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “When one of the learners adopts either a dominant or a passive attitude, LREs become less frequent (Kim & McDonough, 2008; Storch, 2001b, 2002, 2004; Watanabe & Swain, 2007).”