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

Abstract

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.

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