Impact of Peer Interaction on the Improvement of English Speaking for Students of Non-English Majors

Yimin Zhang; Ye Liang; Yin Wang

doi:10.54097/ax5p6t53

Authors

Yimin Zhang
Ye Liang
Yin Wang

DOI:

https://doi.org/10.54097/ax5p6t53

Keywords:

English speaking; peer interaction; student’s performance.

Abstract

This paper explores the impact of peer interaction on the improvement of English speaking for students of non-English majors. Peer interaction is always seen as the most important factor affecting students’ English speaking performance. The purpose of this paper is to discover the essence of peer interaction, then try to apply the concept of peer interaction to the actual university class. At last, this paper advocates that we should adopt the interactional teaching mode to help students improve their English speaking proficiency.

Downloads

Download data is not yet available.

References

[1] Bastone, R. & Philp, J. (2013). Classroom interaction and learning opportunities across time and space. In K. McDonough & A. Mackey (Eds.). Second Language Interaction in Diverse Educational Contexts (pp.109-128). Amsterdam and Philadelphia: John Benjamins Publishing Company.

[2] Blum-kulka, S. & Snow, C. (2004). Introduction: The potential of peer talk. Discourse studies, 6(3), 291-306.

[3] Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.). Vygotskian Approaches to Second Language Learning (pp. 33-56). Norwood: Ablex.

[4] Dörnyei, Z. & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25(1), 65-81.

[5] Ellis, R. (2013). The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.

[6] Ellis, N. C. (2005). At the interface: Dynamic interaction of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305-352.

[7] Gass, S. M. & Mackey, A. (2011). Data Elicitation for Second and Foreign Language Research. Beijing: Foreign Language Teaching and Research Press.

[8] Gass, S. M. & Mackey, A. (2015). Input, interaction and output in second language acquisition. In B. VanPatten & J. Williams (Eds.). Theories in Second Language Acquisition: An Introduction (pp.180-206). New York and London: Routledge.

[9] Gan, Z. (2010). Interaction in groups oral assessment: A case study of higher- and lower- scoring students. Language Testing, 27(4), 582-602.

[10] Harmer, J. (2001). The Practice of Second Language Teaching. New York: Longman.

[11] Johnson, K. & Johnson, H. (1999). Interaction hypothesis. In K. Johnson & H. Johnson (Eds.). Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching. Oxford: Blackwell Publishing Ltd.

[12] Long, M. (1981). Input, interaction, and second-language acquisition. Annals of the New York Academy of Sciences, 379, 259-278.

[13] Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.

[14] Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.). Handbook of Second Language Acquisition (pp. 413-468). New York: Academic Press.

[15] Long, M. (2015). Second Language Acquisition and Task-based Language Teaching. West Sussex: John Wiley and Sons Ltd.

[16] Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.

[17] May, L. (2009). Co-construction interaction in a paired speaking test: The rater’s perspective. Language Testing, 26(3), 397-421.

[18] Merrill, M. D. & Gilbert, C. G. (2008). Effective peer interaction in a problem-centered instructional strategy. Distance Education, 29(2), 199-207.

[19] Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.

[20] Philp, J. & Tognini, R. (2009). Language acquisition in foreign language contexts and the differential benefits of interaction. International Review of Applied Linguistics in Language Teaching, 47, 245-266.

[21] Philp, J., Walter, S. & Basturkmen, H. (2010). Peer interaction in the foreign language classroom: What factors foster a focus on form? Language Awareness, 19(4), 261-279.

[22] Philp, J. & Iwashita, N. (2013). Talking, tuning in and noticing: exploring the beneﬁts of output in task-based peer interaction. Language Awareness, 22(4), 353-370.

[23] Philp, J., Adams, R. & Iwashita, N. (2014). Peer Interaction and Second Language Learning. New York and London: Routledge.

[24] Pica, T. (1994). Research on negotiation: what does it reveal about second-language learning condition, processes, and outcomes? Language learning, 44(3), 493-527.

[25] Pica, T. (2013). From input, output and comprehension to negotiation, evidence, and attention: An overview of theory and research on learner interaction and SLA. In M. P. García Mayo, M. J. Gutierrez Mangad, & M. Martínez Adrián. (Eds.). Contemporary Approaches to Second Language Acquisition (pp. 49-70). Amsterdam and Philadelphia: John Benjamins Publishing Company.

[26] Taylor, L. & Wigglesworth, G. (2009). Are two heads better than one? Pair work in L2 assessment contexts. Language Testing, 26, 325-339.

[27] Topping, K. & Ethly, S. (1998). Introduction to peer assisted learning. In K. topping & S. Ethly (Eds.). Peer Assisted Learning (pp.1-24). Mahwah: Lawrence Erlbaum Associates.

[28] Tognini, R., Philp, J. & Oliver, R. (2010). Rehearsing, conversing, working it out: Second language use in peer interaction. Australian Review of Applied Linguistics, 33(3), 28.1-28.25.

[29] Vygotsky, L. S. (1987). Thought and language. In R. W. Rieber & A. S. Carton (eds.). The Collected Works of L. S. Vygotsky: Problems of General Psychology, Including the Volume Thinking and Speech. New York: Springer.

[30] Watanabe, Y. (2008). Peer-peer interaction between L2 learners of different proficiency levels: their interactions and reflections. The Canadian Modern Language Review, 64(4), 605-635.