Peer Interaction and L2 Learning

Abstract

Underlying assumptions within the interactionist paradigm, which provide a theoretical basis for classroom task-based practices involving peers in second language (L2) learning, are mostly speculative. The evidence from concurrent second language acquisition research on the mediating role of (modified) interaction in L2 learning is still too fragmentary to be of interest and use to language practitioners. The empirical research (on L2 Zaïrean multilingual students of foreign language English) reported here was part of ongoing efforts to uncover some of the correlates and components of (modified) learner interaction and its possible impact on acquisition. Overall, the findings (a) confirmed the working hypothesis of the differential effect of both task type and the level of target language attainment on the amount of interaction, (b) suggested a significant effect on L2 learning of oral peer interaction, and (c) showed a significant learning potential of mixed-ability participation patterns.

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