Learner proficiency and focus on form during collaborative dialogue
Abstract
One of the challenges in content-based instruction in second language classrooms is how to focus on form in a way that is both effective and appropriate. The use of collaborative tasks that push learners to consciously reflect on their own language use (i.e., produce ‘language-related episodes’) while conveying meaning has been proposed as one way to accomplish this goal. Studies investigating the use of collaborative tasks that encourage learners to produce language-related episodes (LREs) have been shown to affect positively L2 development. However, little is known about how the proficiency of each dyad member affects how and how much dyads produce LREs during collaborative tasks. Therefore, the study reported in this article investigated how grouping learners by their relative proficiency (high-high, high-low, or low-low) affected the amount, type (lexical or grammatical) and outcome (correct, unresolved, or incorrect) of LREs produced during a passage reconstruction task, completed by twenty-one pairs of adult L2 Spanish learners from a content-based course. The findings revealed that the proficiency of the dyad members affected how much the dyads focused on form, the types of forms they focused on as well as how successful they were at resolving the language problems they encountered.
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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 Leeser 2004
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- Authors
- Leeser, M. J.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Leeser, Michael J.
- ORCID
- Leeser, Michael J.
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2004-01
- Volume
- 8
- Issue
- 1
- Pages
- 55-81
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2165013632
- Cited by
- 419
- References
- 31
- Citations by year
- 2026: 11 · 2025: 20 · 2024: 13 · 2023: 19 · 2022: 34 · 2021: 31 · 2020: 40 · 2019: 32 · 2018: 15 · 2017: 25 · 2016: 26 · 2015: 18 · 2014: 24 · 2013: 19 · 2012: 18
- FWCI
- 29.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- form-focused instruction, learner proficiency, collaborative dialogue, language-related episodes, content-based instruction, second language Spanish, error resolution, adult L2 learners
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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