1. Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together Swain & Lapkin (1998)
Brenda & Ian

2. Learning objectives Theoretical perspective Related research
The study: two grade 8 French immersion students
Data analysis and results

3. Theoretical perspective
“Language is simultaneously a means of communication and a tool for thinking” (p. 320)
Process
“cognitive processes arise from the interaction that occurs between individuals” (p. 321)
Product

4. Literature Review dialogue as an enactment of mental processes;
(b) dialogue as occasions for L2 learning.
(c) classroom-based research

5. Dialogue as an Enactment of Mental Processes
Goss et al. (1994) demonstrate that the mental processes used to solve a linguistic problem are manifested in dialogue.
The similar mental processes are at work in joint activity. Language mediated students’ judgments as revealed in their making use of translations and making explicit their metaknowledge.

6. Dialogue as Occasions for L2 Learning
Donato (1994) & LaPierre (1994) demonstrate that the coconstruction of linguistic knowledge in dialogue is language learning in progress.
Learners added to their own L2 knowledge and extended that of their peers.
When students reflected consciously on the language that they were producing, then there was occasion for L2 learning.

7. Discussion
A debate on whether classroom-based or laboratory-type research is more efficient.

8. !THE STUDY! Grade 8 French immersion class Pre-Test
Jigsaw Task in pairs
Post-Test

9. Language-Related Episodes (LREs)
Lexis-Based
Form-Based

10. Some Statistics
Correlation of time on task and LREs was .78 (p = .002)
Correlation of pretest scores and LREs was .41 (p = .10) not significant
Correlation of posttest scores and LREs was .62 (p = .04)

11. Kim & Rick’s LREs A - Réveille-matin, Sonnement B - Gars
C - Se suivre vs. Le suivre
D - Se laver
E - Se brosser
F - Oreiller
G - Sortir
H - S’en aller vs. Marcher

12. Discussion
In your groups, discuss what kinds of tasks and strategies you would employ to elicit as many LREs as possible during collaborative activities.