ABSTRACT

This study explored teachers’ perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers relied on in order to evaluate learner engagement. They included learners’ level of deep thinking and attention to their partner’s ideas, amount of content production, and level of interactiveness (e.g. amount of interaction and assistance). Only a small number of participants relied on learners’ enthusiasm and positive attitudes in interaction, perceived as emotional engagement, to judge the learner engagement level. The results are discussed in terms of similarities and differences between L2 teachers and researchers in conceptualising the construct of learner engagement. The study also provides pedagogical implications regarding assessing learner engagement when implementing classroom peer interaction and suggests guidelines for promoting teachers’ generation of L2 theories in teacher education courses.

摘要

本研究探讨了教师对学习者在 L2 任务型互动中的参与度的看法。54 名具有不同 L1 背景和 L2 教学经验的在职和在职 ESL/EFL 教师被要求定义和评价学习者在两种学习者互动中的参与度。结果揭示了教师用来评估学习者参与度的三个主要指标。它们包括学习者的深度思考和对合作伙伴想法的关注程度、内容制作的数量以及互动程度（例如互动和帮助的数量）。只有少数参与者依靠学习者在互动中的热情和积极态度，即情感投入来判断学习者的投入水平。结果根据二语教师和研究人员在概念化学习者参与结构方面的异同进行了讨论。该研究还提供了在实施课堂同伴互动时评估学习者参与度的教学意义，并提出了促进教师在教师教育课程中生成 L2 理论的指导方针。