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首页> 外文期刊>Frontiers in Psychology >L2 Proficiency Pairing, Task Type and L1 Use: A Mixed-Methods Study on Optimal Pairing in Dyadic Task-Based Peer Interaction
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L2 Proficiency Pairing, Task Type and L1 Use: A Mixed-Methods Study on Optimal Pairing in Dyadic Task-Based Peer Interaction

机译：L2熟练配对，任务类型和L1使用：基于DyadiC基于任务的对等相互作用的最佳配对的混合方法研究

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While task-based peer interaction in dyads has been commonly practiced in English as a foreign language (EFL) classrooms, how to pair learners in dyadic tasks has always been a concern of teachers and researchers. This study examined learner proficiency pairing, task type and L1 use by Chinese EFL learners in two dyadic speaking tasks. Thirty-six participants were paired according to their oral English proficiency levels into: same-level pairs (high-high; medium-medium; low-low), and mixed-level pairs (high-low). All pairs completed two types of speaking tasks—information-gap and opinion-exchange. Quantitative results showed a significant difference between low-low pairs and other pairs in the amount of L1 use. Low-level learners produced significantly more L1 words and turns when paired with other low-level peers (low-low) than with high-level peers (high-low) in both types of tasks. Qualitative analysis further indicated that the mixed-level (high-low) pairs produced more opportunities for negotiation of meaning than the same-level (low-low) pairs during the interactional episodes where the L1 served various functions. The study offers pedagogical implications for EFL teachers about how to optimally pair learners to maximize their language development.
机译：虽然Dyads的任务对等互动一直是英语作为外语（EFL）教室的，但如何将学习者与代码任务一起兼向一直是教师和研究人员的关注。本研究检查了中国EFL学习者在两个二级演讲任务中使用的学习者熟练搭配，任务类型和L1使用。三十六位参与者根据他们的口语熟练程度与：同性对（高高;中等;低低）和混合级对（高低）。所有对完成了两种类型的演讲任务 - 信息差距和意见交换。定量结果显示在L1使用量的低低对和其他对之间的显着差异。低级别的学习者在与其他低级对等体（低低）配对时产生的L1字并转动比两种任务中的高级对等体（高低）配对。定性分析进一步表明，混合水平（高低）对产生了更多在互动发作期间与同级（低低电平）对的义务谈判的机会。该研究提供了对EFL教师的教学意义，了解如何最佳地对学习者能够最大限度地利用他们的语言开发。

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