Seo, H.-S., and Kim, T.-Y. (2011). Collaborative dialogue and L2 learning: Korean junior high school students' pair-work in English composit

[김태영]

Seo, H.-S., and Kim, T.-Y. (2011). Collaborative dialogue and L2 learning: Korean junior high school students' pair-work in English composition. To appear in Korean Journal of Applied Linguisitcs, 27(1), 345-380. 

This classroom-based study investigates the relationship between
collaborative dialogues and L2 development working in pairs on a
collaborative writing task. Specifically, this study focuses on how the
students’ pair talk exerted a positive influence on their L2
development. Over a six-week period, three pairs with differing levels
of L2 proficiency engaged in a two-stage task: pair writing and
individual writing. After the task completion, the six participants were
interviewed individually. In order to identify the patterns of prominent
pair interaction, the participants’ pair talks were transcribed and
analyzed qualitatively in language-related episodes (LREs). The
findings suggested that the patterns of pair interaction significantly
influenced the frequency of LREs. Even less proficient peers are able
to provide assistance in L2 (English) as well as L1 (Korean) to more
proficient peers during the pair interaction. Most students showed
positive attitudes toward the collaborative writing. Based on the above
findings, it is argued that peer interaction, even in L1, promotes L2
learning by making meaning through creating intersubjectivity between
the participating peers. The findings are discussed in terms of the
pedagogical implications for the use of collaborative tasks in L2
classrooms.

Seo and Kim (2011, ALAK) Collaborative dialogue and L2 lear.pdf