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In:Peer Interaction and Second Language Learning: Pedagogical potential and research agenda
Edited by Masatoshi Sato and Susan Ballinger
[Language Learning & Language Teaching 45] 2016
► pp. 113–134

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4. Interactional behaviours of low-proficiency learners in small group work

 | University of Queensland
ORCiD logo with link | University of Queensland
Published online: 10 March 2016
DOI logo with link
https://doi.org/10.1075/lllt.45.05cho
Building on empirical studies investigating the relationship between interlocutors’ proficiency and learning opportunities in pair work, this chapter examines how group members’ proficiency affected the occurrence and outcome of language related episodes (LREs) and also how their proficiency level affected their perception of working within a small group. Two low-proficiency ESL learners engaged in three small group discussion tasks. For each task, the two learners were grouped into one of three proficiency levels: high-proficiency dominant, low-proficiency dominant, and low-proficiency. The interactional data of the three groups was analysed in terms of the types and outcomes of LREs. While the occurrence and outcome of LREs appeared to be dependent on the interlocutors’ proficiency levels, their perceptions of and contributions to group work were largely dependent on the interlocutors’ attitudes toward sharing ideas in completing the task.
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