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Cited by 46Second Language Acquisition and LearningEFL/ESL Teaching and LearningInnovative Teaching and Learning Methods

1. Peer interaction and learning: A focus on the silent learner

Fernández-Dobao, Ana·2016·Language Learning & Language Teaching
DOI 10.1075/lllt.45.02fer
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Abstract

This chapter investigated whether all learners benefitted from the lexical language-related episodes (LREs) produced in small group interaction, even when acting as silent observers of their peers’ collaborative work. Using a pretest-posttest design, evidence was obtained confirming that silent learners did benefit from LREs. In fact, they were almost as likely to gain new knowledge as those learners who triggered the episodes. These findings indicate that silent learners were as actively engaged with the vocabulary being discussed in the LREs as their speaking peers. Other factors, such as the length of the episode and the amount of negotiation and repetition, seemed to have a stronger influence on learning than the actual opportunities to speak. The pedagogical implications of these findings are discussed.

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  • A silent learner in group work benefited from interaction as much as learners who produced language (Fernández Dobao 2016).

    “For instance, Fernández Dobao (2016) focused on a silent learner during group work.By examining participation patterns (LREs) as well as their subsequent impact on L2 learning, she discovered that the silent learner benefited from interaction as much as those who actually produced language.”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Fernández Dobao 2016

  • Being active listeners (observers of LREs) can help learners acquire new linguistic knowledge, possibly by engaging in sub-vocal private speech.

    “She argued that being active listeners (observers of LREs) can help learners acquire new linguistic knowledge, possibly by engaging in sub-vocal private speech.”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Fernández Dobao 2016

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Related

Authors
Fernández-Dobao, A.
ORCID
Fernández-Dobao, Ana
Venue
Language Learning & Language Teaching
Publisher
John Benjamins Publishing Company
Published
2016-02-26
Pages
33-61
ISSN
1569-9471 (ISSN-L)
DOI
10.1075/lllt.45.02fer
OpenAlex
W2489508856
Cited by
46
References
49
Citations by year
2026: 2 · 2025: 5 · 2024: 6 · 2023: 5 · 2022: 1 · 2021: 5 · 2020: 6 · 2019: 6 · 2018: 4 · 2017: 1 · 2016: 5
FWCI
14.37
Type
book chapter
Language
en
Open access
closed
Locations
Language learning and language teaching (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
peer interaction, small group interaction, vocabulary acquisition, cooperative learning, peer negotiation, student engagement, second language vocabulary

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