Interactional tasks and English L2 learning by immigrant children in Singapore

Linguistics and English Language

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https://doi.org/10.1016/j.system.2005.01.005
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Keywords

Age effects, Children , Feedback , Interaction hypothesis , Interaction-based learning , Interaction-learning , Interlanguage , Second language acquisition , Second language instruction , Second language learning , Task-based learning

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Interactional tasks and English L2 learning by immigrant children in Singapore. / Mackey, Alison; Silver, Rita Elaine.
In: System, Vol. 33, No. 2, 06.2005, p. 239-260.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Bibtex

@article{c99afb9ab7374864bb791230e9759636,

title = "Interactional tasks and English L2 learning by immigrant children in Singapore",

abstract = "In recent years, researchers have become increasingly interested in the relationships among various kinds of conversational interaction and second language learning outcomes. Prior studies have indicated that feedback provided during interaction is beneficial for the learning of second language grammar. However, relatively little empirical work has been conducted with children in linguistically diverse environments. In the current study, set in Singapore{\textquoteright}s multilingual context, 26 children (ages 6–9) carried out pedagogical tasks involving communicative exchanges with adult native speakers. The experimental group (n = 14) received interactional feedback in response to their problems with question forms. The control group (n = 12) interacted with the native speakers using the same pedagogical tasks but did not receive feedback. Results show that over the period of the study more learners in the experimental group than in the control group improved in terms of question formation. In the ongoing research on the interaction hypothesis, this study takes a logical next step in demonstrating a relationship between interactional feedback and language development for children in a multilingual environment.",

keywords = "Age effects, Children , Feedback , Interaction hypothesis , Interaction-based learning , Interaction-learning , Interlanguage , Second language acquisition , Second language instruction , Second language learning , Task-based learning",

author = "Alison Mackey and Silver, {Rita Elaine}",

year = "2005",

month = jun,

doi = "10.1016/j.system.2005.01.005",

language = "English",

volume = "33",

pages = "239--260",

journal = "System",

issn = "0346-251X",

publisher = "Elsevier Limited",

number = "2",

}

RIS

TY - JOUR

T1 - Interactional tasks and English L2 learning by immigrant children in Singapore

AU - Mackey, Alison

AU - Silver, Rita Elaine

PY - 2005/6

Y1 - 2005/6

N2 - In recent years, researchers have become increasingly interested in the relationships among various kinds of conversational interaction and second language learning outcomes. Prior studies have indicated that feedback provided during interaction is beneficial for the learning of second language grammar. However, relatively little empirical work has been conducted with children in linguistically diverse environments. In the current study, set in Singapore’s multilingual context, 26 children (ages 6–9) carried out pedagogical tasks involving communicative exchanges with adult native speakers. The experimental group (n = 14) received interactional feedback in response to their problems with question forms. The control group (n = 12) interacted with the native speakers using the same pedagogical tasks but did not receive feedback. Results show that over the period of the study more learners in the experimental group than in the control group improved in terms of question formation. In the ongoing research on the interaction hypothesis, this study takes a logical next step in demonstrating a relationship between interactional feedback and language development for children in a multilingual environment.

AB - In recent years, researchers have become increasingly interested in the relationships among various kinds of conversational interaction and second language learning outcomes. Prior studies have indicated that feedback provided during interaction is beneficial for the learning of second language grammar. However, relatively little empirical work has been conducted with children in linguistically diverse environments. In the current study, set in Singapore’s multilingual context, 26 children (ages 6–9) carried out pedagogical tasks involving communicative exchanges with adult native speakers. The experimental group (n = 14) received interactional feedback in response to their problems with question forms. The control group (n = 12) interacted with the native speakers using the same pedagogical tasks but did not receive feedback. Results show that over the period of the study more learners in the experimental group than in the control group improved in terms of question formation. In the ongoing research on the interaction hypothesis, this study takes a logical next step in demonstrating a relationship between interactional feedback and language development for children in a multilingual environment.

KW - Age effects

KW - Children

KW - Feedback

KW - Interaction hypothesis

KW - Interaction-based learning

KW - Interaction-learning

KW - Interlanguage

KW - Second language acquisition

KW - Second language instruction

KW - Second language learning

KW - Task-based learning

U2 - 10.1016/j.system.2005.01.005

DO - 10.1016/j.system.2005.01.005

M3 - Journal article

VL - 33

SP - 239

EP - 260

JO - System

JF - System

SN - 0346-251X

IS - 2

ER -

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