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Article published In: TASK
Vol. 4:1 (2024) ► pp.78–110

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Pairing method and young learners’ use of previously known languages during task-based interaction

ORCiD logo with link | The University of the Basque Country (UPV/EHU), Spain
ORCiD logo with link | The University of the Basque Country (UPV/EHU), Spain
Published online: 12 September 2024
DOI logo with link
https://doi.org/10.1075/task.22011.mar
Abstract
Recent research examining adult and young learners have concluded that pairing method (self-selected vs. proficiency-matched pairings) may affect learning opportunities operationalized as language-related episodes (LREs). But how it influences previously known language (PKL) use during task-based interaction is an under researched topic. This study sets out to explore whether the pairing method (self-selected vs. proficiency-matched pairings) during speaking and speaking+writing tasks completed by 10 to 11-year-old children has an effect on the amount and functions of PKLs. The study found that, in both tasks, self-selected pairs generated a greater amount of two functions: minor turns and vocabulary discussions. In the speaking+writing task specifically, self-selected pairs had greater PKL and greater off-task talk.
Article outline
  • Introduction
  • Literature review
    • Child peer interaction and pairing method
    • The use of PKL in child task-based interaction
  • Method
    • Participants
      • Instruments and data collection procedure
    • Data analysis
      • Off-task talk
      • Metacognitive talk
      • Grammar talk
      • Vocabulary
      • Phatics
      • Mechanics
  • Results
  • Discussion and conclusion
  • Acknowledgements
  • Notes
  • References
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Cited by (1)

Cited by one other publication

Nieva-Marroquín, María, María Martínez-Adrián & María Basterrechea
2025. Do gender-pairings and age/proficiency interplay in LRE production? A preliminary study with young CLIL learners. Revista de Lingüística y Lenguas Aplicadas 20 ► pp. 87 ff. DOI logo

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