Gass, Susan M. and Mackey, Alison and Ross-Feldman, Lauren (2005) Task-based interactions in classroom and laboratory settings. Language Learning, 55 (4). pp. 575-611. ISSN 0023-8333Full text not available from this repository.
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.
|Journal or Publication Title:||Language Learning|
|Subjects:||P Language and Literature > P Philology. Linguistics|
|Departments:||Faculty of Arts & Social Sciences > Linguistics & English Language|
|Deposited On:||14 Nov 2012 10:02|
|Last Modified:||10 Dec 2016 03:30|
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