2008 Teaching and Learning Symposium

Microgenetic Analysis of Learner-Learner Discourse in a Second-year Korean Classroom

In the recent years, the need for second language classrooms to include collaborative work has been evident. While existing studies have showed the effectiveness of pair work interaction by comparing it to teacher-centered discourse (Ohta, 1995, 2001; Antón, 1999), we will focus on learner-learner interaction in a second language classroom at University of Washington. In the poster session, we will present how students in a language classroom can contribute and benefit from a pair or small group work. The discussion will include the following

• Review of the methods and theoretical framework that are used in the study
• Methods of assistance and strategies used during classroom peer interaction
• Learners’ identity: how learners construct their identity
• Power among learners: how learners exercise power in and through their interaction

Microgenetic analysis allows us to observe learner participation in a semantic distribution activity, the cooperative planning of second language utterances, and the forces at play in their negotiation. Our presentation will provide an insight and practical pedagogical implications for second language classroom teaching.

Index of Symposium Presenters