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The Modern Language Journal , Autumn, 1998, Vol. 82, No. 3, Special Issue: The
Role of Input and Interaction in Second Language Acquisition (Autumn, 1998), pp. 320-
337.

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Theoretical Perspective -- The authors explain that they believe that language use is a communication and cognitive activity, and they also explain different perspectives that others may have on language use. They also explain what perspective they are exploring which is that language is a communicative function as well as a psychological tool.

Related Research -- This section explains the importance specific studies have toward their research, and they explain who the studies support what they are looking into.

The Study -- Explained the design of the specific study that the article was about.

Data Analysis and Results --This section explains the data that the researchers obtained from the study, gives tables of the data, excerpts from the discussions spoken in the study, and explanations of what these mean.

Conclusions and Discussion --This section explains how the data supports their claims made earlier in the research article. The researchers also look at the data and explain the differences between the different data they have obtained. They also describe what they would want to do in future studies.

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LRE Episode -- "defined as any part of a dialogue where the students talk about the language they are producing, question their language use, or correct themselves or others" (Swain & Lapkin 1998).
Input
Comprehensible Input
Output
Negotiation

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Does a conversation between two students that produces a story directly reveal mental processes?
Does linguistic change occur when learners engage in collaborative dialogue?

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One grade 8 French Immersion class that was given a jigsaw task. They had been in a French immersion program since they were in kindergarten.

2 students, Kim and Rick, were looked at more in-depth.

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Looking at the dialogue between the two learners when they try to solve linguistic problems.

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Collaborative dialogue is a useful concept for understanding L2 learning (Swain & Lapkin 1998).

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They examined the data and analyzed the data to see if there was correlation between interactions/language use, and L2 learning.

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Kim and Rick spent 23 minutes on-task. On average, students spent 10.2 minutes on-task.

The average number of LREs was 8.8, and Kim and Rick made 23 LREs.

The average number of form-based LREs was 4.8, and Kim and Rick produced 15.

The average number of lexis-based LREs was 4.0, and Kim and Rick produced 8.

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The researchers analyzed the data by looking at the language used, and how that affected language learning and communication. They also saw cognitive processes in the dialogue.

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The researchers gave the students a pre-test in week 1. Then in week 2, the made sure the students were familiar with the jigsaw task, and the focus was more on adjective agreement. In week 3, the researchers showed a video that explained French reflexive verbs which was also supposed to model what the students were supposed to do when they get their pictures in the near future. The focus was on reflexive verbs. In week 4, the videotapes were transcribed and then they created post-tests. Lastly, in week 5, the students took post-tests, which were oral and written.

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5 weeks.

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Conclusions and Implications Drawn from the Study

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Conclusions and Implications Drawn from the Study

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In future studies, interview the students quickly after the activities are completed so that we can discover more about aspects individual students like and do not like related to learning (Swain & Lapkin 1998). Swain and Lapkin also concluded that collaborative tasks should be started selectively so that they teacher can monitor the on-task behaviors and also implement linguistic guidance to the students.