Peer Interaction

The paper deals with preadolescent students’ skills of modifying their communicative and linguistic practices in accordance with the interactional context they find themselves in. While in public discourse students are often perceived as lacking such communicative skills, previous research on youth language has emphasized the creativity and distinct principles of peer interaction among young people. The present study aims at examining empirically what it means to ‘adjust’ communicative practices to a certain context and how this is done. Drawing on the example of reconstructive (i.e. ‘narrative’) discourse practices, the study demonstrates how one 11-year-old student tunes the verbal reconstruction of past events to the communicative and interactive demands of a) peer interaction, b) family interaction, and c) classroom discourse. Analyses show how the specific contextualization refers to the embedding of the narrative discourse unit as well as to its textualization and its marking by linguistic forms. The author argues for a conceptualization of ‘situationally adequate communicative behaviour’ in terms of the capacity to contextualize communicative genres and points to conclusions as to the advancement of such skills in classroom discourse.

This article draws from a specific sporting intervention carried out by Dinamiks and Inncredu professionals during 2017-2018 season at Paidea School, a Special Education School setting in Barcelona, Catalonia. The intervention was undertaken as a form of sporting activities related to cycling. The main objective of the intervention was to assess the factual implementation of BTTEA project principles in an out of school placement. The theoretical patterns were established following a comprehensive literature review and BTTEA basic guidelines in order to disseminate them among PE Teachers and training institutions. The BTTEA program was integrated in a more complex educational project called SPORTEA, which aims to raise awareness about the need of implementing active leisure initiative for pupils with special needs to fight high levels of sedentary behaviour. The project gained local community partnership and collaborated with four regional councils. The study was carried out in order to reinforce the importance of improving Physical Education towards a Quality Physical Education patterns (Castillo, Solà & Sebastiani, 2015). In the process, attention to diversity and special needs were crucial in order to make Physical Education useful and meaningful for society.

Ecological consciousness is increasing in society with every passing day. The factors that influence purchase behavior of green products need deeper understanding. The reason is that the underlying dynamics behind people's buying behavior for green products is not easy difficult comprehend. This study attempts to investigate the impact of peer interaction on the green perceived value and the influence of ecological consciousness on green buying behavior amongst people of diverse demographic characteristics. The primary data has been collected from respondents using structured questionnaire from the students of universities and schools and teachers and other employees of varied socioeconomic characteristics. Statistical tools such as t-test, ANOVA and Post Hoc test for multiple-comparisons are employed for analysis. The present study finds that peer interaction has greater influence on the younger generation towards purchase of green products. The study also investigates green buying behavior stimulated by ecological consciousness among persons of varied demographic characteristics.

""In this study, we examine a prominent type of classroom talk, exploratory talk, in primary school peer interactions. Exploratory talk has been shown to be productive in facilitating problem solving and fostering school achievement. However, within the growing body of research concerning exploratory talk, the relation between exploratory talk and asymmetries of talk has not been scrutinized. In this study, we (i) introduce two novel types of talk, inclusive and exclusive exploratory talk, and show that they occurred in primary students’ peer interactions, (ii) identify and describe patterns of a/symmetry of talk and establish a relationship between these and the occurrence of exploratory talk, and (iii) illustrate two interactional sequences that are associated with the emergence of inclusive exploratory talk.
Keywords: Exploratory talk; collaborative learning; participation; IR analysis; asymmetries of talk; peer interaction""

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

. In recent years, the field of CALL has been increasingly influenced by the rapid development of digital and social media. These Web 2.0 technologies – often referred to as the participatory, or social web – encourage users to interact and collaborate in “interest-driven activities” (Chik & Breidbach, 2014: 101) which Gee and Haye (2011) have referred to as “passionate affinity spaces” (69). In contrast to earlier models of learner autonomy, which have focused on learners’ independent interaction with learning materials and technologies with the aim of pursuing their own individual learning goals (e.g. Nunan, 1997; Blin, 2004, 2005), more recent approaches to the concept (e.g. Dam, 1995; Little, 1991) highlight the social and collaborative dimension of learner autonomy (see, for example, Lewis, 2014 for further discussion). This chapter aims to explore the potential of social networking sites (SNSs) for developing learner autonomy. In a first step, existing models of learner autonomy will briefly be revisited. Here the focus will be on Dam’s 2008 simplified model of the physical autonomous classroom, understood as an environment where learners can exercise their autonomy. Subsequently, a model of learner autonomy based on recent findings from two studies – which centered around peer collaboration through the SNS Facebook – will be proposed.

The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

The article is devoted to the concept of the psycologically safe educational enviroment. Metodological and the theoretical bases of psychological safety of educational enviro-ment are presented. A particular attention is devoted to the impact of this construct on communication between peers. The article suggests criteria to evaluate psychological safety and ways of its organization .

This study explored learners' attitudes and perceptions toward collaborative writing in pairs and small groups. Fifty-five intermediate level learners of Spanish as a foreign language were asked to complete a collaborative writing task as part of their classroom activities. Half of them worked in pairs and the other half in groups of four. Afterward, they all received the same post-task questionnaire. Learners' reactions to the collaborative writing experience were overall very positive and only 4 out 55 said they would have preferred to write individually. The learners who wrote in pairs tended to prefer this condition, because it offered more opportunities for active participation. However, those who wrote in groups felt that there were more ideas and knowledge to share, and therefore more possibilities for language development. Most of them saw a positive impact of collaboration on both the grammatical and lexical accuracy of their texts. These learners' perceptions concur with the findings of most previous research on collaborative writing.

This study investigates the benefits of collaborative writing tasks. Previous research from the perspective of the sociocultural theory of mind suggests that writing tasks completed in pairs offer learners an opportunity to collaborate in the solution of their language-related problems, co-construct new language knowledge, and produce linguistically more accurate written texts. Building on this research, the present study compares the performance of the same writing task by groups of four learners (n = 15), pairs (n = 15), and individual learners (n = 21). It examines the effect of the number of participants on the fluency, complexity, and accuracy of the written texts produced, as well as the nature of the oral interaction between the pairs and the groups as they collaborate throughout the writing process. The analysis of interaction focused on language-related episodes (LREs) reveals that although both groups and pairs focused their attention on language relatively often, groups produced more LREs and a higher percentage of correctly resolved LREs than pairs. As a result, the texts written by the groups were more accurate not only than those written individually, but also than those written in pairs. The implications of these results for the understanding of both collaborative writing tasks and collaborative problem solving activity are discussed.

The current study was a correlational study that examined children's temperament (inhibitory control and shyness) and prosocial behavior as predictors of preschool-aged children's peer interactions. The current study also examined the moderating effects of inhibitory control and shyness on relation between children's prosocial behavior and peer interactions. Participants were 40 children (19 boys) aged from three to five enrolled in eight different preschools in a Midwestern city. It was hypothesized that children's prosocial behavior and temperament (inhibitory control and shyness) would be correlated with preschool children's peer interactions, operationalized as sociability, communication, assertiveness, conflict, and a composite peer interactions domain.

This study examined the opportunities that pair and small group interaction offer for collaborative dialogue and second language (L2) vocabulary learning. It compared the performance of the same collaborative writing task by learners working in groups of four (n = 60) and in pairs (n = 50), focusing on the occurrence of lexical language-related episodes (LREs). Findings indicate that groups produced more lexical LREs than pairs and were able to solve correctly a higher percentage of these LREs. Although opportunities for individual learners to contribute to the conversation were more limited in small groups, the number of participants did not have a negative impact on learners’ rate of retention of the lexical knowledge co-constructed in interaction. The pretests and posttests showed that learners benefited from the LREs they initiated or resolved, as well as from observing their peers’ collaborative problem-solving activities. As a result, small group interaction resulted in significantly more instances of L2 vocabulary learning than pair interaction.

The Fully Online Learning Community (FOLC) framework was authored by Van Oostveen (2016) based on a social constructivism theory that proposes all knowledge develops as a result of social interaction. Amid Covid-19 pandemic, students and instructors alike are forced to be part of this community of which their experiences with 'social presence' are crucial to inform curriculum designers the efficacy of online learning curriculum, Thus, this paper aims to look into the online learning experiences among a group of students of a language programme particularly on their social involvement: instructor's delivery and peer interaction. A six-stage thematic analysis (TA) (Braun & Clark, 2006) was used to code the data from 256 respondents of an open-ended questionnaire. A total of 11 recurring themes were found for instructors' delivery: platform, material, delivery technique, interaction, support, feedback, live session duration, availability, instructors' characteristics, mode suitability and materials accessibility. However only six themes were coded for peer interaction: activities, support, mode suitability, platform, cooperation, and the Internet connectivity. These themes correspond with seven of the nine dimensions of online learning design proposed by Means, Bakia and Murphy (2014) which are modality, pacing, instructor role online, student role online, online communication synchrony, pedagogy, and source of feedback. In conclusion, TA is useful in informing curriculum designers and instructors to improve the existing online learning curriculum and practices while the students can benefit to become better learners in online learning.

This study investigated whether all learners benefitted from the lexical language-related episodes (LREs) produced in small group interaction, even when acting as silent observers of their peers’ collaborative work. Using a pretest-posttest design, evidence was obtained confirming that silent learners did benefit from LREs. In fact, they were almost as likely to gain new knowledge as those learners who triggered the episodes. These findings indicate that silent learners were as actively engaged with the vocabulary being discussed in the LREs as their speaking peers. Other factors, such as the length of the episode and the amount of negotiation and repetition, seemed to have a stronger influence on learning than the actual opportunities to speak. The pedagogical implications of these findings are discussed.

This study analyses intermediate and advanced learner–learner and learner–native speaker (NS) interaction looking for collaborative dialogue. It investigates how the presence of a NS interlocutor affects the frequency and nature of lexical language-related episodes (LREs) spontaneously generated during task-based interaction. Twenty-four learners of English as a foreign language and eight English NSs participated in the study. The results obtained confirm that lexical LREs tend to be more frequent and more likely to be successfully resolved in learner–NS than in learner–learner interaction. However, the analysis of the patterns of interaction of two selected dyads reveals that not all NSs can be expected to provide the same kind of linguistic assistance to the learner. The participants’ collaborative or non-collaborative orientation to the activity, shaped by their goals and level of involvement in the task, seems to have a stronger effect on the nature of the interaction and the opportunities this offers for LREs and learning than the overall proficiency of the dyad.

In classrooms each day children are crafting intricate social arrangements as they read in the company of their peers. This dissertation uses video ethnographic methods to reveal these children’s social and cognitive worlds, worlds which have remained largely hidden from researchers and teachers alike. Detailed analyses of children’s embodied language practices demonstrate that, for one, children overwhelmingly orient to achieving a mutually accountable reading framework. Sometimes these practices bear resemblance to adult activity: for example, a child who is reading closes a peer’s book that is distracting him from attending to her book. Other times these practices are child-like: a youngster overlaps a peer’s talk with nonsense sounds and demands her attention by putting his face nose-to-nose with hers.
Secondly, within these mutually accountable reading frameworks, children are observed apprenticing one another in learning to read. They help peers read a new word, work out the meanings of a passage, engage in word play, and more. These collaborative activities are made more complex, however, by their peer status, and thus children are working out power and status dynamics as they build their friendships through reading.
To examine children’s learning interactions, multiple theoretical frames are applied, including socio-cultural theory, John Dewey’s approach to experiential learning, and interactional sociolinguistics, as influenced by the work of Erving Goffman. Close observations of children’s activities are additionally contextualized with rich portraits of classroom life and instruction. The goal here is to better understand what gives rise and constitutes these positive learning interactions between children.
The portraits of children’s peer reading show how fluidly children move between reading and social interaction. Peer reading is not a disembodied school-based task occurring in an individual mind, or through the words on the page, or within a child’s talk alone. Rather, learning to read with a peer is intimately related to children’s social relations and, thus, to their development of an identity as someone who enjoys reading. This dissertation argues that more robust theories of children’s learning and development will come from analyses that consider the rich complexity of human sociality and interaction. Additionally, such an analyses will help guide teachers’ efforts in supporting peer learning.

Drawing from a sociocultural framework, the purpose of this study is to investigate peer teaching and its implications on middle-school EFL learners’ writing motivation. Based on the problems such as the ineffectiveness of the approaches used to teach writing in EFL primary education, the aim is to integrate peer-teaching practices with writing.
The study followed a sequential exploratory mixed-method design; by collecting qualitative data initially, and following with quantitative data. The study was carried out with 24 students (12 pairs) studying in seventh grade in a private middle school in Gaziantep. The participants were trained under the framework of process-oriented writing for 10-weeks. At first, at the beginning of the term (September) the writing samples of the students were collected. Students were asked to write a descriptive paragraph individually. Second, students were paired up and the pairs completed the steps of the process approach. Students had the chances to choose their partners, in order to reduce anxiety problems. Students completed eight writing tasks, which involved writing descriptive and narrative paragraphs. In terms of data collection instruments, semi-structured interviews with 22 questions were utilized, and then, a five-point Likert scale questionnaire was employed. The researcher transcribed the data collected from the interviewers through pattern coding. Subsequently, the data collected through a questionnaire was computed via SPSS software version 23, and descriptive analyses were presented. Based on the results and findings, learners reflected the benefits of peer teaching and process approach to their writing. Participants mentioned that this implementation enhanced their self-assessment skills, language awareness and capabilities to give feedback.
The descriptive results from the Academic Writing Motivation Questionnaire (AWMQ) showed that peer teaching increased students motivation to write and confirmed the benefits. The conclusions made from the study were that peer teaching encourages students’ motivation to develop their writing skill and social relationships with their peers, which builds their confidence in learning English.

This study examines the opportunities that a collaborative writing task completed in pairs and in small groups offers for attention to form. Previous research suggests that collaborative writing activities encourage learners to focus their attention on language and to collaborate in the resolution of their language-related problems in ways that facilitate learning. While that research focused almost exclusively on dyads, the present study compares the performance of the same writing task by learners working in pairs (n = 64) and in groups of four (n = 80). It investigates the role played by the number of participants on the frequency, resolution, and length of language-related episodes (LREs) focused on Spanish past tense morphology. It also examines the learners’ level of engagement in these LREs. Findings indicate that both groups and pairs focused their attention on form relatively often, but groups produced a significantly higher number of past tense LREs and were also more successful at solving them. As a result, their texts were more accurate. The LREs produced by the groups were also longer and showed more evidence of elaborate engagement with past tense morphology, therefore providing enhanced opportunities for second language learning. The pedagogical implications of these findings are discussed.

With the increasing prominence of computer-mediated communication (CMC) in higher education, the number of programmes and studies integrating online peer interaction opportunities on social media, likewise, has surged. Nevertheless, little quantitative research has been performed on the ways in which learners interact with one another via these platforms for academic purposes. As a result, little is known about how learners develop a network of peers and how they interact with this peer group through social media tools. This paper analyses the peer interaction process in a Facebook environment, integrated into the foreign language curriculum at university level. In two consecutive years, two groups of Belgian first-year foreign language learners of English (N = 119, N = 112) were invited to consult with a community of learners about their learning trajectory via the platform. Through social network analysis, it is determined which topics, challenges and personal experiences students discuss on Facebook and how these are embedded in the peer interaction process overall. While the two learner groups have different approaches to addressing learning challenges and needs, certain topics and activities consistently co-occur in interaction sequences, exemplifying how learners tend to provide scaffolded support and co-construct knowledge online. This study shows how learners can develop both their learning and language ability as a scaffolded, dialogic process within an online social networking environment when having access to a combination of information and learning resources.

The contribution of pre-service teachers using Web 2.0 tools for peer interaction to provide the other pre-service teachers is more remarkable than pre-service teachers who use Web 2.0 tools for individual purposes. This research aims to determine the change of technology perceptions of pre-service teachers studying in learning environments created by using Web 2.0 tools which were Wikipedia, Facebook and blogs. This research also strives to reveal the underlying causes of this change within the context of peer learning. Sixty-nine pre-service teachers who attended Computer-2 Class in a large public university participated in this research and the sequential explanatory mixed method was applied. In this research the quantitative data were collected by using Scale of Technological Perception in the form of pre and post-tests. Then, qualitative data were collected by interview forms to determine the effect of learning type on technology perception and their choice of peer or individual learning. The findings obtained from qualitative data indicate a significant difference between pre and post test scores as the score is higher in post-test regarding technology perceptions. The analysis of the interviews show that peer learning promotes computer skills, high level learning skills. In addition, it develops affective features such as socializing, interaction and psychological effects.

Technology integration and collaborative learning have great impact in education according to the previous studies. This study investigates peer interactions in terms of intervention styles and intervention strategies used by students in computer-supported collaborative learning (CSCL) using dynamic mathematics software. Three pairs of 16 year old students participated in the experiment. The theoretical framework of this study was based on constructivist view of learning. The Sinclair's model was adopted as analytical framework to code the transcripts of students’ interventions. The findings provide evidence for utilizing dynamic mathematics software in collaborative learning to enhance active interactions between the dyads.

Understanding the nature of collaboration is critical in collaborative writing (CW), as it impacts the amount of scaffolding that occurs and the amount of linguistic knowledge that can be retained (Storch, 2013). The most prevalent model to examine peer collaboration in CW is based on a global qualitative analysis of learners' involvement in and control over a writing task (Storch, 2001a). However, this model does not account for the fluctuating nature of peer collaboration in CW. This paper aims to add to Storch's model by proposing a model of dyadic interaction that considers learners' contribution to different aspects of CW and identifies collaboration types in a bottom-up fashion. Drawing upon a quantitative analysis of learners' comparative involvement in major aspects of a CW task, a cluster analysis was performed to allow different collaboration types to emerge from a dataset of 35 pair talks. As a result, five collaboration types were detected, including organization noncollaborative type, language use noncollaborative type, task management noncollaborative type, content noncollaborative type, and collaborative type. Each collaboration type represents a distinct interactional pattern in relation to pair members' engagement in crucial aspects of CW. Additionally, the paper examines the link between the nature of collaboration and learners' co-constructed texts in CW. The results indicate that collaboration type does not influence text quality and linguistic accuracy of learners' collaborative texts. Methodological and pedagogical implications are discussed.

Due to their social framework and often informal character, social network sites such as Facebook are believed to promote out-of-class learning by encouraging learners to participate in online peer collaboration. Yet, the evidence remains inconclusive when it comes to the effectiveness and students’ appreciation of collaborating via social network sites, which indicates the need for further research. The first part of the present paper discusses the ‘out-of-class’ use of a closed Facebook group by analysing the online communication behaviour of 119 first-year foreign language English majors at the University of Antwerp (Belgium) participating in a writing course. The assessed data (more than 4,000 Facebook posts and a post-questionnaire) suggest that the socio-communicative context of a Facebook group motivates students to learn collaboratively beyond the physical classroom walls. The remaining part of this paper investigates which conclusions can be drawn from this for increasing the effectiveness of independent self-access modules and study programmes blending self-access and classroom learning. Here, results hint at the fact that students attach particular importance to social network sites as support networks for sharing positive and critical learning experiences and language learning tips.

With the increasing prominence of computer-mediated communication (CMC) in higher education, the number of programmes and studies integrating online peer interaction opportunities on social media, likewise, has surged. Nevertheless, little quantitative research has been performed on the ways in which learners interact with one another via these platforms for academic purposes. As a result, little is known about how learners develop a network of peers and how they interact with this peer group through social media tools. This paper analyses the peer interaction process in a Facebook environment, integrated into the foreign language curriculum at university level. In two consecutive years, two groups of Belgian first-year foreign language learners of English (N = 119, N = 112) were invited to consult with a community of learners about their learning trajectory via the platform. Through social network analysis, it is determined which topics, challenges and personal experiences students discuss on Facebook and how these are embedded in the peer interaction process overall. While the two learner groups have different approaches to addressing learning challenges and needs, certain topics and activities consistently co-occur in interaction sequences, exemplifying how learners tend to provide scaffolded support and co-construct knowledge online. This study shows how learners can develop both their learning and language ability as a scaffolded, dialogic process within an online social networking environment when having access to a combination of information and learning resources.

Der Beitrag geht der Frage nach, ob sich in den Peer-Interaktionen von 10- bis 12-Jährigen interaktive Strukturen rekonstrurieren lassen, die argumentativer Natur sind, und inwiefern diese möglicherweise förderlich sein können für den Argumentationserwerb. Anhand authentischer Gesprächsdaten von Präadoleszenten wird mit gesprächsanalytischen Methoden gezeigt, dass Dissensaufrechterhaltung sowie scherzhaft modalisierte Begründungen und Belege für Gesprächsaktivitäten (wie Frotzeln, Dissen, Erzählen) in präadoleszenten Peergroups typisch sind und ernsthaft modalisierte, ausgebaute Begründungen gerade nicht erwartbar sind. Während schulisch-normative Begründungsverfahren also nicht realisiert werden, bieten Peer-Interaktionen nichstdestotrotz einen Kontext für Erprobung und Erwerb scherzhafter und auf Identitätsaushandlung angelegter Dissensbearbeitungsverfahren, die für außerschulische wie berufliche Zusammenhänge nützlich sein können.

This study aims to analyse the interactional construction of fictional accounts that 4-year- old and 12-year-old children from marginalized urban populations in Buenos Aires (Argentina) produced together. Recent research (Gardner & Forrester, 2010; Rosemberg & Menti, in press) suggests the need to link the study of child development and performance with the micro- analysis of interaction. As these studies point out, the concepts developed by Conversation analysis (Goodwin & Heritage, 1990; Sacks, Schegloff & Jefferson, 1974) and Interactional Sociolinguistics (Gumperz, 1982) allow to study in detail the processes through which children and their partners construct shared meaning in interaction.
The narratives, elicited from a sequence of images, were video recorder and transcribed. The data corpus consist of 33 narratives produced by dyads of 4 and 12 year-old children. A qualitative analysis was performed that combined the Constant Comparative Method (Glaser & Strauss, 1967; Strauss & Corbin, 1990) with tools from Interactional Sociolinguistic (Gumperz, 1982) and Conversation Analysis (Sacks, Schegloff & Jefferson, 1974). This analysis allowed the gener- ation of a system of categories that identified the narrative roles assumed by the participants (Goodwin, 2007) and how these roles were negotiated in the interaction. Findings showed that children adopted narrative roles that were configured from a juxtaposition of information from different semiotic fields -verbal, gestural and proxemic-. 4-year-old children adopted roles of storyteller or audience, and 12-year-old children assumed roles of tutor, storyteller or audience. The tutor role was characterised by the initiations of the sequence employing elicitations. Also, tutors used different types of interventions -feedback, expansions and repairs- to scaffold the narrative elaborated by the young children. The body position, as well as the gaze of the tutor was directed to the story-teller and/or to the images, and also in some cases to the researcher. The storyteller role was characterised by giving verbal information about the narrative. The body position, as well as the gaze of the storyteller was directed principally to the audience and/or to the images. Finally, the audience role was characterised for showing interest in the narrative through different signals such as gaze direction to the storyteller, and a body position close to him and to the images. These results show the productivity of articulating the psycholinguistic perspective (Nelson, 1996, 2007) with tools of the Conversational Analysis (Good- win & Heritage, 1990) to account for narrative performance. Results showed that while the 12- year-old children tended to adopt in most cases a tutor role, the 4-year-old assumed a storyteller role. The narrative roles adopted by the children show that children from different ages can negotiate narrative co-construction. However, in some cases both children adopted a storyteller role. In these situations the asymmetric relation between the 12-year-old and the younger child led the older child to impose his narrative not letting the 4-year-old to narrate.
The microanalysis of the interactional se- quences showed that the roles adopted could change during the interaction. This role change did not occur randomly, but responding to the se- quence of actions in which each participant anal- ysed the contextualization cues (Gumperz, 1982) provided by the other and acted according to them. The analysis of the exchanges showed the com- plexity of the interactional process with regard to the construction of the stories, in which it is not possible to comprehend the actions of one participant without referring to the actions of the other (Goodwin, 1984).
The relevance of studying the narratives produced by young children interacting with older children lies in the results of previous studies (Stein & Rosemberg, 2012) which reported that in urban marginalized populations interactions be- tween children of different ages can lead to learning and child development.

The present work aims to analyze and compare the use of connectors in fictional accounts produced by 4 year-old children in three conditions: interaction with a same age child, interaction with an older child and individual performance. The stories elicited using an image sequence, were video-filmed and then transcribed. The corpus includes 99 stories, 33 produced in each condition. The children live in urban marginalized neighborhoods in Buenos Aires Province, Argentina. The analysis attends to the frequency of additive, temporal, causal, and adversarial connectors produced by the young children. A qualitative analysis of the accounts interactional construction was done in the interaction conditions.
Results showed a higher frequency of additives and adversative connectors in the interaction  with a peer, and a higher frequency of causal connectors in the interaction  with an older child. The qualitative analysis allowed to account for these differences in terms of the features that each production context adopts.

This study examines Vietnamese students’ experiences of language choice practices in intercultural interactions with their local Taiwanese peers. Data were gathered from semi-structured interviews with students from five different Taiwanese universities where both English and Mandarin Chinese are used as mediums of instruction and communication. Findings suggest that the students frequently used English as a language of neutrality to communicate with local students, which either connected them with or disconnected them from their peers. They, whereas, considered Mandarin as a language of convergence, which helped them to get closer to their Taiwanese friends. They also occasionally made use of Vietnamese—a language of divergence—to a small extent to connect with their local peers. As international students seem to be the ones who often put more effort into addressing the linguistic and cultural gaps and improving the communication effectiveness compared with their local counterparts, it is recommended that local students should play a more proactive role in using proper accommodation strategies to connect with international students. Internationalised universities should also contribute to building a healthy and inclusive intercultural environment for international and local students and facilitating respectful and effective intercultural interactions among them.

This study explored learners' attitudes and perceptions toward collaborative writing in pairs and small groups. Fifty-five intermediate level learners of Spanish as a foreign language were asked to complete a collaborative writing task as part of their classroom activities. Half of them worked in pairs and the other half in groups of four. Afterward, they all received the same posttask questionnaire. Learners' reactions to the collaborative writing experience were overall very positive and only 4 out 55 said they would have preferred to write individually. The learners who wrote in pairs tended to prefer this condition, because it offered more opportunities for active participation. However, those who wrote in groups felt that there were more ideas and knowledge to share, and therefore more possibilities for language development. Most of them saw a positive impact of collaboration on both the grammatical and lexical accuracy of their texts. These learners' perceptions concur with the findings of most previous research on collaborative writing.

Technology integration and collaborative learning have great impact in education according to the previous studies. This study investigates peer interactions in terms of intervention styles and intervention strategies used by students in computer-supported collaborative learning (CSCL) using dynamic mathematics software. Three pairs of 16 year old students participated in the experiment. The theoretical framework of this study was based on constructivist view of learning. The Sinclair's model was adopted as analytical framework to code the transcripts of students' interventions. The findings provide evidence for utilizing dynamic mathematics software in collaborative learning to enhance active interactions between the dyads.

This study analyzes collaborative writing activities completed by heritage language (HL) and second language (L2) learners' dyads with a focus on collaborative dialogue and learning. Eight HL and ten L2 learners participated in the study, completing a total of 26 collaborative writing activities followed by tailor-made posttests. The interactions between the mixed dyads were analyzed for language-related episodes, classified according to focus, outcome, and trigger. The results of these analyses and those of the posttests confirmed that both HL and L2 learners benefited from working together, but in different ways and to a different extent. Learners' perceptions of their collaboration and the pedagogical implications of these findings are discussed.

is work aims to analyze the evaluative resources (Labov, 1972) that 4-year-old children from marginalized urban populations employ when they tell a  ctional account in di erent contexts of production: interaction with a same age child, interaction with an older child and individual performance.  e corpus is made up of 99 narratives elicited from a sequence of images to 33 4-year-old children in the three conditions mention.  e narratives were videotaped and transcribed. A qualitative method was employed, the Constant Comparative Method, in order to create a system of categories that allowed to analyzed the evaluative resources employed by the children.  e quantitative distribution of these categories was then analyzed, and statistics procedures were employed in order to evaluate the signi cance of the di erences. Last, we analyzed qualitatively the narratives produced by the same girl in the three conditions. Results show that the children employed more evaluative resources when they interacted with a peer than in the other two conditions.  e qualitative analysis of the narratives produced by one child in the three conditions allowed understand this di erence due to the characteristics of the interaction with a same age child.  ese results, which are discussed in response to psycholinguistic and conversational analysis previous research, allow weigh the importance of peer interactions in the production of narratives and their potential use in designing teaching strategies.

The present study aims to analyze the discursive resources used by 4 year-old children from marginalized urban neighborhoods of Buenos Aires, Argentina, when, in the framework of a narrative about future events produce in interaction with a peer, disputes occur.
The corpus includes 20 narratives about a future event produced by 20 4 year-old children in interaction with a child of the same age. Narratives, induced by the researcher, were based on a visit to a zoo that the children would perform a week later. The narratives were video recorded and then transcribe. For the data analysis a qualitative logic was followed that employed conversation analysis tools used in previous research (C.Goodwin & M.H. Goodwin, 1990). Intonation, kinesic movements, gaze direction, body position and use of space were considered.
The analysis of the disputes among children showed that children employed both verbal information as well as a multiplicity of semiotic fields that allowed them to emphasize the argumentative force of their utterances. The results of this study provide new empirical evidence regarding recent work (Migdalek, Santibañez & Rosenberg, in press) that showed that from age 3 children are able to use different argumentative strategies in the context of disputes with their peers.

The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children’s conflict management skills are situated in peer conflict, because their strategies are to a greater or lesser degree influenced by the opponent’s strategies. When the opponent’s conflict strategy is non‐aggressive, aggressive conflict strategies are atypical and low in frequency. When the opponent behaves with physical aggression in the conflict situation, most of the subjects respond to this aggressive conflict strategy with physical aggression. The findings confirm neither a static individual view nor a situated determinism, but a situated action view in which both individuals’ cognitions and distributed cognitions interact.

This study aimed to unveil collaborative actions in EFL task-based peer interactions. Collaboration in peer interaction has been mainly investigated by analysing language-related episodes (LREs). Assuming that an etic coding would limit the understanding of collaborative actions, a qualitative analysis of learner interactions, particularly sociocultural discourse analysis, was adopted for this study. The data include 11 hours of peer interactions collected from a speaking club designed as an extracurricular activity. The participants were 15 adult learners enrolled at a language school of a Turkish state university and they were informed to have B1+ proficiency level. The learners were grouped into three groups and assigned to complete two language tasks: divergent and convergent tasks in L2. The interactions were recorded, and by employing the constant comparative method, all the collaborative actions were identified in the data. Two broad categories of collaborative actions emerged; languagerelated and task-related, each of which has different subcategories. In this paper, the language-related collaborative actions, which are eight in total, are defined and exemplified with extracts from the data. The results present implications for the inclusion of peer interaction activities, especially in EFL contexts where learners have limited opportunities in participating in L2 interaction.

Resumen: El presente estudio tiene por objeto el analisis del proceso de construccion interaccional de narrativas de ficcion por parte de diadas de ninos de 4 anos que viven en poblaciones urbano-marginadas de Argentina. Las narrativas, elicitadas a partir de una secuencia de imagenes, fueron video-filmadas y luego transcriptas. El corpus incluye 33 relatos producidos por diadas de ninos de 4 anos. Se realizo un analisis cualitativo del proceso de construccion interaccional de las narrativas que combina el Metodo Comparativo Constante (Glaser & Strauss, 1967; Strauss & Corbin, 1990) con herramientas del analisis de la conversacion (Goodwin 1984, 2007; Sacks, Schegloff & Jefferson, 1974). Dicho analisis permitio generar un sistema de categorias que dio cuenta de los roles narrativos que adoptan los ninos en la construccion de las narrativas. En el analisis de los roles se atendio a la yuxtaposicion de distintos campos semioticos: la informacion linguistica, la posicion corporal, la e...

Resumen: El presente estudio tiene por objeto el análisis del proceso de construccioń interaccional de narrativas de ficción por parte de díadas de niños de 4 años que viven en poblaciones urbano-marginadas de Argentina. Las narrativas, elicitadas a partir de una secuencia de imágenes, fueron video-filmadas y luego transcriptas. El corpus incluye 33 relatos producidos por díadas de niños de 4 años. Se realizó un análisis cualitativo del proceso de construcción interaccional de las narrativas que combina el Método Comparativo Constante (Glaser & Strauss, 1967; Strauss & Corbin, 1990) con herramientas del análisis de la conversación (Goodwin 1984, 2007; Sacks, Schegloff & Jefferson, 1974). Dicho análisis permitió generar un sistema de categorías que dio cuenta de los roles narrativos que adoptan los niños en la construcción de las narrativas. En el análisis de los roles se atendió a la yuxtaposición de distintos campos semióticos: la información lingüística, la posición corporal, la entonación, la orientación de la mirada, los gestos y la manipulación de los objetos presentes en el entorno. Los resultados mostraron que los niños podían adoptar roles de narrador, audiencia o jugador paralelo. En la mayoría de los casos ambos niños adoptaban roles de narrador dando lugar a un proceso de negociación que les permitía coconstruir la narrativa.

Please, listen …!' We can easily imagine that from the dawn of humanity, mothers and fathers have hoped that their children would pay attention to what they were saying and thereby learn from them. In most formal teaching situations in the world, students are supposed to acquire knowledge via close (and often edu_dialogues_001.indd 70 edu_dialogues_001.indd 70 2/9/09