Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Task-based interactions in classroom and laboratory settings
AU - Gass, S.M.
AU - Mackey, Alison Jayne
AU - Ross-Feldman, L.
PY - 2005/12
Y1 - 2005/12
N2 - While there is general agreement that conversational interaction can facilitate interlanguage development, much of the research on interaction has been conducted in experimental aboratory settings. Questions have been raised about the generalizability of the benefits observed in the laboratory to the classroom setting. The current research compared interaction in classrooms and laboratories. Seventy‐four university‐level students learning Spanish as a foreign language worked in dyads to complete 3 different communicative activities in classroom and laboratory settings. Analysis of the interactional patterns of each dyad provided insights into the nature of the interaction in each setting. The data suggest few differences in interactional patterns between the settings. Instead, there were differences depending on the type of task that the learners carried out.
AB - While there is general agreement that conversational interaction can facilitate interlanguage development, much of the research on interaction has been conducted in experimental aboratory settings. Questions have been raised about the generalizability of the benefits observed in the laboratory to the classroom setting. The current research compared interaction in classrooms and laboratories. Seventy‐four university‐level students learning Spanish as a foreign language worked in dyads to complete 3 different communicative activities in classroom and laboratory settings. Analysis of the interactional patterns of each dyad provided insights into the nature of the interaction in each setting. The data suggest few differences in interactional patterns between the settings. Instead, there were differences depending on the type of task that the learners carried out.
U2 - 10.1111/j.0023-8333.2005.00318.x
DO - 10.1111/j.0023-8333.2005.00318.x
M3 - Journal article
VL - 55
SP - 189
EP - 220
JO - Language Learning
JF - Language Learning
SN - 0023-8333
IS - 4
ER -