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Peer Interaction in Second Language Learning

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Peer Interaction in Second Language Learning

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Interacting with peers while learning a second language is very important. Providing students with authentic contexts in which to use their new language skills will help them develop the language further. I remember a key piece of my learning a second language was based on conversations with other students. Sometimes these conversations were graded. In that case, my partner and I would meet up before our scheduled conversation time with the professor. Then, we would plan out what we want to talk about and say. After that, we would practice our conversation. The requirements were always to use the vocabulary we were learning as well as the grammar forms. For my ESL students, I want to provide them with opportunities to develop their English through peer interactions. Sometimes, it's as easy as "mountain partners," or turn and talk buddies. Later on this year, we will be assigning them language partners with whom they meet with to speak and share ideas during our academic vocabulary time of the day.

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I think peer interaction is a pretty important part in learning a language. I always think back on my learning of the French language. It was definitely "easier" to speak and use the language when I was surrounded by others who were also speaking the language (or trying to). I feel like I would have learned even more if I were actually immersed in the language and the culture. However, even have a small glimpse of what it could be when I was interacting with others in another language helps me to know that coming into contact with the language and trying it out is such an important part in learning the language. Oftentimes, teachers encounter students who are new to the country or have very little English language skills and are keen on just giving the student to the ESL teacher to take care of when the student should also be partaking in the language that is happening within the classroom. That may often be having the student listen, but eventually encouraging the students to try speaking English too. Peers are the examples that the language learner needs to become more proficient, especially in the conversational language aspect. They are also great at being leaders, supporters, and helpers of second language learners. It's amazing what kids can do when given the chance to teach a peer.

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I know a lot of people who have self studied a language for years, and while they have developed some reading and writing skills, their listening and speaking skills tend to be near non-existent.  Even those aforementioned R&W skills dont' develop to their potential.  This is a huge problem where I teach.  Students study for 10 years to take a multiple choice question test at the end of high school, and so while they might remember obscure grammar rules, they can't order a cup of coffee.
I've heard teachers say they don't like students practicing together because they'll learn each other's mistakes, but I flip that on its head.  Students can correct each others mistakes.  Plus, interacting with a peer is usually easier and creates less mental overload that speaking with a native speaker. Thus, peer interaction is incredibly beneficial.  Not only that, but if learners are practicing with each other, it can be near-non stop.  However, in a teacher based classroom, a teacher will speak to one student while maybe 10 or 30 other students sit passively.
Finally, it is more realistic. In real life, people are constantly learning language from their environment, even through adulthood. We all pick up language and other things just by being around it, and so the idea that students should somehow be focusing on a book and sitting alone in a room just seems really silly. (MBD)

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I think interaction is sooo important in language learning. Personally, I can study something in my target language for so long (Japanese) and not remember it (or understand it fully), but if I have an interaction face-to-face with someone and a new concept/word comes up I find it so much easier to remember and understand. I think part of that is because I am able to pick up on their body language, and the situation that that new language appeared in was memorable and made an impact somehow. I think that is such a crazy thing that happens, and every time it does happen to me my interest in continuing to learn the language is almost refreshed. I don't take classes, so the interaction I have comes from other places, but either way I think interaction is huge and can be very helpful in language learning.

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Based on our recent assigned reading, second language learners need input and output in order to learn a second language. Interaction with peers provides a student with the necessary input and the motivation to produce output. In my experience within an elementary setting, students are surrounded by input and are usually motivated to practice their L2 because they want to participate with their peers and be more involved. In the video featuring Catrine, she mentioned that spending time with her "American friends" helped her learn and practice her English.

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Interactions are very useful and helpful for building speaking and listening skills outside of the classroom. As students grown their second language ability, these interactions will help them utilize or call on knowledge and skills they learned, thereby helping to build that automaticity that teachers look for. Furthermore, these interactions introduce students to people with different voices and different dialects. Although it can be confusing to students at first, these interactions with their boss, with security guards, or with other colleagues is helping to introduce them to new language and how that language is used in a real world context. Occasionally I see a draw back- the language that is inappropriately or incorrectly also gets transferred to the classroom; though, then there is the opportunity to talk about what academic language [on paper/in the classroom] and what language can be used elsewhere.

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Peer interaction is a very helpful part of L2 learning. Where I work, the students speak many different languages. Sometimes the vocabulary words are difficult to explain and learners use code switching to help each other understand. They also help guide each other while learning a grammar lesson when one learner understands and can explain the concept to others. I do find it confusing at times as a teacher, because I am not sure what the students have translated to each other. Did they translate the grammar lesson? Or did they say something about the lesson itself?

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Peer interaction is a HUGE part of learning. Because I work with a group of learners who primarily speak the same language, I get to see peer interaction happening pretty much all the time. In fact, sometimes they interact a little too much and it becomes a distraction to the class. That being said, learners are always helping each other and negotiating meaning pretty much non stop. It's fantastic to watch them work together and come along side to help one another.

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I can see how peer interaction can facilitate L2 learning in that the learners can co-construct and negotiate meaning. I can also see how students may be more comfortable conversing with peers rather than those that are “experts” in the language. However, I can also see where peer interaction could be less than ideal. If both learners do not know the correct target form, they may end up being the “blind leading the blind”, coming up with incorrect target language forms.

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I chose this picture to demonstrate how peer interaction not only supports but boosts SLA as well. Peer intereaction represents 3 COs:

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I chose this picture to demonstrate how peer interaction not only supports but boosts SLA as well. Peer intereaction represents 3 COs:

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- co-operation;
- co-construction;
- co-alliance.
When these 3 COs merge, learners receive knowledge and get it from each other. By doing so, they develop themselves and help others grow.

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It seems like we've been reading a lot about learner input and output and its benefits for SLA. Without opportunities, informal and formal, to practice the L2 it's hard to obtain full acquisition. Interactions in the classroom provide a good opportunity for students to practice and use the L2. In interactions learners can receive corrective feedback from peers and teachers. Through interactions learners can verbally work through aspects of the L2 that may be challenging for them. For example, if a student is struggling with a certain syntax form they can practice and work through it with a peer/teacher. Hopefully through the struggle the correct form sticks in their memory. In peer interactions students can also learn and practice using vocabulary, reading strategies, language tasks and other academic material. Outside of the classroom, learners can practice using informal L2 forms with their peers. This informal language is important for them to learn as well so they can relate with their peers.

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Peer interactions can be found in formal and informal settings. For example, classrooms tend to be formal settings in which students focus on academic language that includes tier 2 vocabulary. The teacher may group students based on similar levels or one level apart to build students ZPD. For instance, you could group a Level 1 and Level 2 student so that the language the L1 student does not have yet could be learned from the L2 student. Students may learn new vocabulary, grammar features, higher order thinking skills and improve pronunciation to name a few. When it comes to informal settings such as hanging out with friends in the lunchroom or outside of school, peer interaction can help build semantics and pragmatics. When learning a new language, not only do you have to learn the language and new vocabulary but also understand a new culture. Hanging out with friends can help explain what is acceptable behavior, how to address people, and what certain phrases mean.

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Peer interaction important for language acquisition

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Peer interaction important for language acquisition

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As Loewen (2015) notes, “Communication doesn’t happen in a vacuum.”  Vygotsky’ socialcultural theory (1978) states that learning is highly social process in which human interaction leads to cognitive development.  Therefore, I believe peer interaction is very important for English learners to acquire the language, develop skills and improve the performances through various formats of social interaction and collaborative activities.  My personal experience proved that my English competence has been greatly improved since I moved to the United States.  The English-speaking environment has given me more opportunities and exposure to everyday socialisation contexts.  I saw a student who moved from Costa Rica to the United States with very limited English knowledge.  In a year, he is able to communicate fluently with peers in the playground and luncheon room.  The growth is exponential because he finds the motivation to use and learn English since he needs to communicate with his peers.   Therefore, I believe if English learners are provided such social interactive environment, learners work together to explore, investigate and apply the language, in various collaborative activities, they produce language but also acquire new linguistic material from their peers as input.

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There are many ways interacting with peers and others can support second language development. I think one way it can support SLA is because working in a group is collective by nature. Since many ELL students come from diverse cultures and backgrounds, a more collective rather than individualistic work load can meet their cultural backgrounds and spark more interest/engagement in school. Additionally, peer interaction causes a lot of oral language. Oral language is a huge part of SLA and interaction among students, both formally and informal, can help students move towards proficiency.

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Many studies state that pairing ELL students with their friend groups will significantly promote ELL students’ language development. When ELL students work with teacher-assigned peers in a small group, ELL students tend to be positioned as novices. In contrast, when working with their friends, ELL students were occasionally positioned as experts and had more opportunities to participate, including asking questions or offering ideas (Takeuchi, 2016, P.426-427).