Social Interaction in the Spanish Classroom: How Proficiency and Linguistic Background Impact Vocabulary Learning

Autor/inn/en	Tocaimaza-Hatch, C. Cecilia; Santo, Jonathan
Titel	Social Interaction in the Spanish Classroom: How Proficiency and Linguistic Background Impact Vocabulary Learning
Quelle	In: Language Teaching Research, 27 (2023) 5, S.1142-1166 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tocaimaza-Hatch, C. Cecilia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820971468
Schlagwörter	Spanish; Second Language Learning; Second Language Instruction; Vocabulary Development; Task Analysis; Language Proficiency; Native Language; Heritage Education; Teaching Methods; Peer Relationship; Learning Theories; Sociocultural Patterns; Undergraduate Students; Language Tests; Multiple Choice Tests; Student Characteristics; Puzzles; Cooperative Learning; Student Attitudes; Comparative Analysis; Individual Differences; Cloze Procedure; Computer Mediated Communication; Dialogs (Language) + Suchen Sie Ihr Suchwort? Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Aufgabenanalyse; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Learning theory; Lerntheorie; Soziokulturelle Theorie; Language test; Sprachtest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Legespiel; Kooperatives Lernen; Schülerverhalten; Individueller Unterschied; Lückentext; Computerkonferenz; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Spanish learners engaged in two-way interaction gap tasks where, through social interaction, they identified and defined low-frequency vocabulary. Participants (referred to as actors to differentiate them from task partners) completed two such tasks. Each time, they collaborated with different partners of varying degrees of Spanish proficiency and linguistic background, either an L2 learner or a heritage speaker (HS). The purpose of the study was thus to shed light on if and how features of the collaborating partners in mixed (HS-L2) and matched (L2-L2; HS-HS) partnerships impacted vocabulary learning. Through a mixed methods analysis of the data (perception measures and qualitative responses, plus pre- and post-vocabulary tests), it was deduced that learners' language proficiency level alone was not associated with differences in vocabulary gains. Rather, the nature of the partnerships among learners was more salient. In particular, learners in mixed partnerships had greater gains than those in matched partnerships. In addition, actors' perceptions of the experience of working with their partner had no discernible effect on vocabulary, except for HSs who increased less when working with partners' whose linguistic abilities they had rated as low. Pedagogical implications address learners' social interaction in mixed language classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01