Little is known about young CLIL (Content and Language Integrated Learning) learners’ attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables – L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners’ interactive behaviour in L2 English, at least in terms of LRE production, does not differ as a consequence of target language proficiency, whereas pair formation method exerts some influence, self-selected pairs producing and resolving more meaning-based LREs. No differences were found for form-focused LREs.

对年轻的 CLIL（内容和语言集成学习）学习者在参与基于任务的协作交互时对目标语言形式方面的关注知之甚少。先前对其他人群的语言相关事件 (LRE) 的研究表明，某些变量（例如目标语言熟练程度或配对方法）可能在 LRE 的产生中发挥作用。本研究调查了小学教育 CLIL 学习者在协作图片排序 + 讲故事任务中产生的 LRE 的数量、类型和分辨率，这取决于两个变量 - L2 英语水平（5 级对偶与 6 级对偶）和配对方法（熟练程度匹配的二元组与学生自选的二元组）。调查结果表明，年轻的 CLIL 学习者在 L2 英语中的互动行为，至少在 LRE 生产方面，不会因目标语言熟练程度而有所不同，而配对形成方法会产生一些影响，自我选择的配对会产生和解决更多基于意义的 LRE。以形式为中心的 LRE 没有发现差异。