How collaborative is pair work? ESL tertiary students composing in pairs
By N. Storch. 2001
271 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/e37ba2faf308a6673dd7100a2b5874b95915ce20
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In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “Collaborative writing has garnered attention with L2 acquisition researchers working within the sociocultural theory (Foster, 2005; Leeser, 2004; Storch, 2001, 2005, 2011) because as talk is vocalized, its externalized form become an artifact that can be inspected, reflected upon, and explored…”
- The practice of policy: Teacher attitudes toward “English only” (2011, background): “However, negotiation of meaning may occur relatively infrequently in the “real word” of the classroom (Eckerth, 2009; Storch, 2001, 2007).”
- Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners (2007, background): “Although the role of interaction involving L2 learners has been greatly debated in the second language acquisition (SLA) literature for over two decades (see Gass, 1997; Pica, 1994 for a review), much of the research focused heavily on quantitative accounts of linguistic behaviour with little attent”
- The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners (2008, background): “Overall, similar to Storch (2001), the current study also highlighted that when both learners were collaborative or when advanced learners took an expert role in expert/novice pattern, pairing a higher proficiency learner with a lower proficiency partner resulted in greater collaboration than…”
- Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “Donato ( 1994 ), for example, sought to answer the question as to whether learners are able to provide support or guidance to each other to the extent that teachers can, revealing that learners are indeed skillful at scaffolding and routinely scaffold during classroom activities (see also Galaczi, ”
- Oral corrective feedback in second language classrooms (2012, background): “…interaction in ways that compensate for the weaknesses of peer CF and that take advantage of the collaborative nature of peer interaction (for sociocultural approaches to collaborative interaction, see Donato 1994; Kowal & Swain 1994; Swain & Lapkin 1998, 2001, 2011; Storch 2001; Galaczi 2008).”
- Peer feedback in second language writing (2005–2014) (2016, background): “Research in this paradigm has provided much evidence that peer interaction (learner–learner interaction) and collaborative learning can create L2 learning opportunities and lead to social and cognitive gains (Ohta 2000; Storch 2001; Dobao 2012).”
- Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “…such as dictogloss and jigsaw tasks tend to elicit more lexical than grammatical LREs, more structured tasks such as text reconstruction and cloze tasks seem to favor learners’ attention to form (Alegría de la Colina & García Mayo, 2007; García Mayo, 2002; Storch, 2001a; Swain & Lapkin, 2001).”
- The Potential Role(s) of Writing in Second Language Development. (2012, background): “Together learners may create new knowledge (either initial or restructured knowledge) not uniquely held by any one of them prior to the task (Nassaji & Tian, 2010; Storch, 1999, 2001; Storch & Wigglesworth, 2007; Swain & Lapkin, 2002; Wigglesworth & Storch, in this issue).”