Peer Interaction in the Foreign Language Classroom

Elisabet Pladevall-Ballester is Associate Professor in English Language and Linguistics and Head of Department at Universitat Autònoma de Barcelona, Spain. Her research interests include child and adult second language acquisition and foreign language learning in bilingual immersion and instructed classroom contexts, as well as CLIL in primary education contexts.

• Figures and TablesContributorsMaría del Pilar García Mayo: ForewordElisabet Pladevall-Ballester: IntroductionChapter 1. Tomáš Kos: The Impact of Learner Proficiency in Peer Interactions: What Can L2 Pedagogy Learn from Research?  Chapter 2. Pauliina Peltonen: Short-Term Development of Individual and Interactional Speech Fluency in the L2 Classroom: Insights from Peer Interaction Chapter 3. Alexandra Vraciu and Elisabet Pladevall-Ballester: Fluency in Task-Based Peer Interaction: Exploring the Effects of Pre-Task Instruction on Primary School EFL LearnersChapter 4. Nektaria E. Kourtali: The Role of Mode of Interaction in Young Learners’ Foreign Language AnxietyChapter 5. María Martínez-Adrián and Kevin Iglesias-Diéguez: What Role do Metalinguistic Explanations Play on LRE Production in a Dictogloss Task Targeting the Possessive Determiners His/Her?Chapter 6. Anna Vallbona: Incorporating LREs into Oral Narratives: Young Learners Retelling Stories after an Interactive Collaborative Task in FTF and SCMC ConditionsChapter 7. Irene Tort-Cots: Impact of EFL Teachers’ Beliefs on Oral Interaction: A Case Study in a Multilingual Foreign Language Adult ClassroomChapter 8. Anca Daniela Frumuselu and Marni Manegre: Student’s Perceptions of a COIL (Collaborative Online International Learning) Module Implementation to Promote FL Skills, Peer Interaction and Intercultural CompetenceElisabet Pladevall-Ballester: Conclusion: Moving Forward in FL Peer Interaction ResearchIndex

This book not only showcases updated research but provides useful information as to why peer interaction sometimes falls flat in the classroom and what teachers can do to ensure that their students benefit from peer interaction activities. It is a must-read for researchers and practitioners alike who are interested in interaction and language learning.