BibTeX
@MISC{Dyads_consortium,
author = {Learner-ns Dyads and Masatoshi Sato},
title = {Consortium},
year = {}
}
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Abstract
This study investigates interactional moves of Japanese EFL learners and how they modify their oral output differently depending on whether their interlocu-tor is a peer or a native speaker (NS). By employing retrospective stimulated recall methodology, this study also explores the participants ’ perceptions which arguably determined their interaction patterns during a communicative task. Participants were eight Japanese first-year university students and four NSs of English. Conversations of eight learner-NS dyads and four learner-learner dyads (six hours in total) were audiotaped, transcribed, and then statistically analyzed. Learners were interviewed two days after task completion. Results revealed that learners interacted in significantly different ways depending on whom they in-teracted with. Integrating the introspection data from stimulated recall sessions, this study provides social and cultural perspectives to the research field of inter-action; specifically, social relationships have significant influences on interaction patterns.
Keyphrases
interaction pattern interactional move different way research field oral output participant perception learner-ns dyad native speaker japanese efl learner learner-learner dyad task completion recall session communicative task recall methodology japanese first-year university student cultural perspective significant influence social relationship introspection data
