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Cited by 1,638

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together

SWAIN, MERRILL, LAPKIN, SHARON·1998·The Modern Language Journal
DOI 10.1111/j.1540-4781.1998.tb01209.x
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Abstract

This article provides support for a theoretical orientation toward viewing dialogue as both a means of communication and a cognitive tool. Data to support this position come from an analysis of the language‐related episodes isolated in the dialogue of two grade 8 French immersion students as they carry out a jigsaw task. During the task, the students work out a story line and write it out. As they do so, they encounter linguistic problems. To solve them, the students use their first language (L1) and second language (L2) in order to communicate to each other and as tools to aid their L2 learning. The language‐related episodes discussed provide evidence of language use as both an enactment of mental processes and as an occasion for L2 learning. Variation in how other pairs of students in the class perform the task supports existing evidence that the same task does not provide similar occasions for L2 learning to all student dyads.

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Crossref · 10.1111/j.1540-4781.1998.tb01209.x

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Metadata

Authors
SWAIN, M., & LAPKIN, S.
Venue
The Modern Language Journal
Publisher
Wiley
Published
1998-09
Volume
82
Issue
3
Pages
320-337
ISSN
  • 0026-7902 (ISSN-L)
  • 1540-4781
DOI
10.1111/j.1540-4781.1998.tb01209.x
OpenAlex
W2164217906
Cited by
1,638
References
2
FWCI
120.95
Type
journal article
Language
en
Open access
closed

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