The present study investigates whether learner set up in interaction, namely in pairs or small groups, influences the frequency and outcome of lexical language-related episodes (LREs) and L2 vocabulary learning. Thirty Spanish English as a foreign language (EFL) university learners took part in the study. They worked in four groups and seven pairs on the same collaborative writing task. Research was carried out on the course of five weeks as a pre- and post- vocabulary task and an individual writing task were administered to assess vocabulary learning and retention. The quantitative analysis of the data showed that there was no significant difference between the performance of pairs and groups, although the latter produced slightly more lexical LREs than pairs and were able to solve most of them correctly. However, from a qualitative point of view, the findings suggest that small group work leads to slightly better results than pair work as the different members obtain benefits from their peers’ linguistic knowledge.

中文翻译：

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配对和小组作业中与词汇语言有关的情节

本研究调查学习者是否建立在互动中，即成对或成小组学习，会影响词汇语言相关情节（LRE）和L2词汇学习的频率和结果。三十名西班牙语作为外语（EFL）大学学习者参加了这项研究。他们分四组和七对工作，完成相同的协作写作任务。在进行词汇学习前后的五个星期的过程中进行了研究，并进行了一项个人写作任务来评估词汇学习和记忆能力。数据的定量分析表明，配对和分组的表现之间没有显着差异，尽管后者产生的词汇LRE比配对的略多，并且能够正确解决其中的大多数问题。但是，从定性的角度来看，