Exploring 'Intersubjectivity Negotiation Episodes' and 'Language Related Episodes' in Second-Language Peer Interaction

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  • Author(s): Toth, Paul D. (ORCID Toth, Paul D. (ORCID 0000-0001-5139-3252); Gil-Berrio, Yohana (ORCID Gil-Berrio, Yohana (ORCID 0000-0001-8612-7421)
  • Language:
    English
  • Source:
    Language Learning. Mar 2022 72(1):275-313.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      39
    • Education Level:
      High Schools
      Secondary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Peer Relationship; Second Language Learning; Second Language Instruction; Spanish; High School Students; Teaching Methods; Grammar; Cognitive Mapping; Public Schools; Classroom Communication; Group Dynamics; Persuasive Discourse
    • Accession Number:
      10.1111/lang.12484
    • ISSN:
      0023-8333
    • Abstract:
      This study examines learner deliberations over their discursive plans during second language (L2) instructional tasks, which we call "intersubjectivity negotiation episodes" (INEs). We argue that these provide essential contexts for negotiations over L2 form-meaning mappings, known as "language related episodes" (LREs). Our data comes from two intact third-year Spanish classes at a U.S. public high school, where four groups of 19 total learners completed four communicative tasks over three 90-minute lessons. We found that learners spent more time in INEs than LREs overall, and in most task performances. We identified four INE functions: deliberations over discursive "goals" and "means," "progress" toward task completion, and the interpretive "framing" of contributions. Among these, tasks with greater potentially relevant content yielded more means and progress INEs, while those requiring content from personal experience yielded more framing INEs. Individual agency and group composition also affected the amount of INEs. Theoretical and pedagogical implications are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1332973