ABSTRACT

Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight leaners of English as first and eight learners of English as second foreign language after French. Their measured English proficiency corresponded to A2 level. They were presented with two similar grammar-based tasks on sessions 11 and 12 with different pairing configurations and an isomorphic version of both tasks on session 13 to be completed individually. Data from pair talks and individual performances were analyzed in three stages to: a) find the major factors distinguishing the quality of interactions, b) compare the quality of L2ers and L3ers’ interactions when they were matched or mixed, and c) examine the learning benefits of the interactions across L2ers and L3ers in terms of transferring knowledge from interactions to their subsequent individual productions. The findings indicated a role for linguistic background in mediating the nature of pair interactions and shaping dyadic relationships by impacting L2ers and L3ers’ perception of each other’s proficiency.

摘要

在 Vygotskyan 社会文化理论和第三语言学习模型的视角下，本研究考察了不同语言背景和学习经验对真正 L2 和 L3 学习者之间在任务完成过程中二元互动性质的影响。它是在一个 EFL 教室中进行的，其中有 8 名英语学习者作为第一外语，8 名英语学习者作为法语之后的第二外语。他们测量的英语水平对应于 A2 水平。他们在会话 11 和 12 上获得了两个相似的基于语法的任务，具有不同的配对配置，并且在会话 13 上分别完成了两个任务的同构版本。来自配对谈话和个人表演的数据分三个阶段进行分析：a) 找出区分交互质量的主要因素，b) 比较 L2ers 和 L3ers 在匹配或混合时的交互质量，以及 c) 检查 L2ers 和 L3ers 之间的交互在从知识转移方面的学习益处与他们随后的个人作品的互动。研究结果表明，语言背景在通过影响二语者和三语者对彼此熟练程度的感知来调节配对互动的性质和塑造二元关系方面的作用。