Resolving Referential Conflicts in L2 Interaction: The Effect of Proficiency and Interactive Role *
Abstract
Extending the research done on the effects of different types of task and different participant arrangements used to foster negotiated interaction among L2 learners, we developed a task that presents specific referential conflicts and analyzed the solutions adopted within two different pairings of learners. Pairs in which the higher proficiency member had the dominant role engaged in little interactive cooperation and in some cases changed the task rather than negotiate a solution. Pairs in which the higher proficiency member had the nondominant role engaged in substantial negotiation work, sought each other's perspective and generally shared much more in the interactive turn‐taking and the successful resolution of referential conflicts.
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Interaction may be influenced by the proficiency levels of the interlocutors.
“Interaction may be influenced by the proficiency levels of the interlocutors (e.g.Yule & Macdonald 1990;Leeser 2004).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Yule & Macdonald 1990
Cites
"Information Gap" Tasks: Do They Facilitate Second Language Acquisition?
Doughty, C., & Pica, T. (1986) · TESOL Quarterly · doi:10.2307/3586546 · Cited by 498 · see citing works
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Learner proficiency and focus on form during collaborative dialogue
Leeser, M. J. (2004) · Language Teaching Research · doi:10.1191/1362168804lr134oa · Cited by 419 · see citing works
Interaction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377 · see citing works
Proficiency pairing and engagement with language in L2 peer interaction
Zabihi, R., & Ghahramanzadeh, B. (2022) · System · doi:10.1016/j.system.2022.102725 · Cited by 32 · see citing works
- Authors
- Yule, G., & Macdonald, D.
- Affiliations
- Louisiana State University (US)
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 1990-12
- Volume
- 40
- Issue
- 4
- Pages
- 539-556
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2002909692
- Cited by
- 143
- References
- 1
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2023: 2 · 2022: 3 · 2021: 2 · 2020: 9 · 2019: 30 · 2018: 8 · 2017: 7 · 2016: 6 · 2015: 7 · 2014: 4 · 2013: 5 · 2012: 7
- FWCI
- 14.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Learning (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- second language interaction, negotiated interaction, proficiency level differences, turn-taking, task-based language learning, collaborative interaction
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