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Peer interaction and second language learning

Research output: Book/Report/ProceedingsBook

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Peer interaction and second language learning. / Philp, Jenefer; Adams, Rebecca; Iwashita, Noriko.

New York : Taylor & Francis, 2013. 231 p. (Second Language Acquisition Research Series: Theoretical and Methodological Issues).

Research output: Book/Report/ProceedingsBook

Harvard

Philp, J, Adams, R & Iwashita, N 2013, Peer interaction and second language learning. Second Language Acquisition Research Series: Theoretical and Methodological Issues, Taylor & Francis, New York.

APA

Philp, J., Adams, R., & Iwashita, N. (2013). Peer interaction and second language learning. (Second Language Acquisition Research Series: Theoretical and Methodological Issues). Taylor & Francis.

Vancouver

Philp J, Adams R, Iwashita N. Peer interaction and second language learning. New York: Taylor & Francis, 2013. 231 p. (Second Language Acquisition Research Series: Theoretical and Methodological Issues).

Author

Philp, Jenefer ; Adams, Rebecca ; Iwashita, Noriko. / Peer interaction and second language learning. New York : Taylor & Francis, 2013. 231 p. (Second Language Acquisition Research Series: Theoretical and Methodological Issues).

Bibtex

@book{bd250157a31742d1baf42a5534fe3839,
title = "Peer interaction and second language learning",
abstract = "In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet, teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and teachers alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, we consider the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, we clarify features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings. ",
keywords = "interaction, second language acquisition, second language instruction, Peer-to-peer",
author = "Jenefer Philp and Rebecca Adams and Noriko Iwashita",
year = "2013",
month = nov,
day = "6",
language = "English",
isbn = "9780415895729",
series = "Second Language Acquisition Research Series: Theoretical and Methodological Issues",
publisher = "Taylor & Francis",

}

RIS

TY - BOOK

T1 - Peer interaction and second language learning

AU - Philp, Jenefer

AU - Adams, Rebecca

AU - Iwashita, Noriko

PY - 2013/11/6

Y1 - 2013/11/6

N2 - In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet, teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and teachers alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, we consider the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, we clarify features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.

AB - In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet, teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and teachers alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, we consider the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, we clarify features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.

KW - interaction

KW - second language acquisition

KW - second language instruction

KW - Peer-to-peer

M3 - Book

SN - 9780415895729

T3 - Second Language Acquisition Research Series: Theoretical and Methodological Issues

BT - Peer interaction and second language learning

PB - Taylor & Francis

CY - New York

ER -