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[null,"1.","Record Nr.",null,"UNINA9910465864803321"]
[null,null,"Titolo",null,"Peer interaction and second language learning : pedagogical potential and research agenda / / edited by Masatoshi Sato and Susan Ballinger"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2016"]
[{"$nulls":4},"©2016"]
[null,null,"Descrizione fisica",null,"1 online resource (409 p.)"]
[null,null,"Collana",null,"Language Learning & Language Teaching, , 1569-9471 ; ; 45"]
[null,null,"Disciplina",null,"418.0071"]
[null,null,"Soggetti",null,"Language and languages - Study and teaching"]
[{"$nulls":4},"Second language acquisition - Study and teaching"]
[{"$nulls":4},"Second language acquisition - Research"]
[{"$nulls":4},"Interaction analysis in education - Research"]
[{"$nulls":4},"Interlanguage (Language learning) - Research"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references at the end of each chapters and index."]
[null,null,"Nota di contenuto",null,"Peer Interaction and Second Language Learning; Editorial page; Title page; LCC data; Table of contents; Acknowledgement of reviewers; Understanding peer interaction: Research synthesis and directions; Introduction ; Framework of this volume; Framework of this chapter; What is unique about peer interaction? ; A distinct type of interaction ; A facilitator of L2 processing ; A context for L2 development ; A versatile pedagogical option ; Theories of peer interaction ; The cognitive perspective ; The sociocultural perspective ; Sociocognitive perspectives"]
[{"$nulls":4},"Mediating variables affecting peer interaction Task type ; Proficiency level ; Modality of interaction ; Learner relationships ; Pedagogical interventions ; About this book ; References ; I. Interactional patterns and learner characteristics; 1. Peer interaction and learning: A focus on the silent learner; Introduction ; Method ; Participants ; Collaborative writing task ; Vocabulary pretest and posttest ; Procedures ; Data coding and analysis ; Findings ; Jack ; Chris; David; Conclusions ; Pedagogical implications ; References ; Appendix A ; Appendix B ; Appendix C"]
[{"$nulls":4},"2. Peer interaction and metacognitive instruction in the EFL classroomIntroduction ; Interaction and second language development ; Feedback in peer interaction ; Peer interaction and foreign language contexts ; The learner's role in learning ; Targeted instruction ; The current research ; Method ; Methodological framework ; Participants ; Materials ; Analysis ; Results ; Summary of results ; Discussion ; Metacognitive instruction and learner interaction ; Learner-learner interaction ; Feedback and negotiation ; Limitations ; Conclusion and pedagogical implications ; References ; Appendix A"]
[{"$nulls":4},"3. Interaction or collaboration? Group dynamics in the foreign language classroomIntroduction ; Literature review ; Peer corrective feedback and L2 learning ; Collaborative peer interaction and L2 learning ; Proficiency and interactional moves ; Methodology ; Methodological framework ; Chilean EFL context ; Participants ; Intervention ; Data collection and analysis ; Quantitative results ; Corrective feedback and modified output ; Collaborative behaviours ; Qualitative results ; Discussion ; The effect of proficiency on interaction and collaboration"]
[{"$nulls":4},"Interactional moves and collaborative patterns Collaborative mindset-interactional moves-L2 learning ; Limitations ; Pedagogical implications ; References ; 4. Interactional behaviours of low-proficiency learners in small group work; Introduction ; Learner proficiency ; Methodology ; Participants ; Task design ; Methodological framework ; Data collection ; Data analysis ; Findings ; Discussion ; Interlocutors' proficiency levels and LREs ; Learners' perception of group work and interlocutors' proficiency levels ; Peer interaction ; Learners' participation and successful small group work"]
[{"$nulls":4},"Pedagogical implications"]