Organizing Committee
Elisabet Pladevall-Ballester,
UAB
Alexandra Vraciu,
UdL
Montse Capdevila,
UAB
Eloi Puig-Mayenco,
KCL
Anna Vallbona,
UVic
Volunteers
Jordi Rodó Tomás,
UAB |
Cristina Franco Rosillo,
UAB |
PIYLE Project- PID2019-107328GB-I00
PI: Elisabet Pladevall-Ballester
The effects of in-class task-based peer interaction on young learners English as a foreign language
In line with the claims that researchers should work conjointly with school teachers to explore what child learners can actually do with language (Erlam, 2016; García Mayo, 2018; 2019; Lightbown, 2016; Marsden & Kasprowicz, 2017, among others), the PIYLE project explores the effects of an in-class task-based peer-interaction intervention on young learners’ linguistic and interactional development in English as a Foreign Language (EFL) primary education in Catalonia, Spain.
The intervention was carried out in 4th grade (9-10 year-olds) and 6th grade (11-12 year-olds) by implementing task-based peer interaction for 8 weeks with and without explicit linguistic and interactional instruction. We are analysing the effects of the intervention on the learners’ use of interactional moves, their FL oral performance (i.e. accuracy and interactional fluency) and on their explicit and implicit knowledge of specific FL grammatical structures (i.e. present continuous and past simple tense). We are also exploring the learners’ interactional mindsets (Sato, 2017) in relation to the intervention and we work together with the participating schools to implement peer interaction in the EFL primary classrooms.
The intervention was carried out in 4th grade (9-10 year-olds) and 6th grade (11-12 year-olds) by implementing task-based peer interaction for 8 weeks with and without explicit linguistic and interactional instruction. We are analysing the effects of the intervention on the learners’ use of interactional moves, their FL oral performance (i.e. accuracy and interactional fluency) and on their explicit and implicit knowledge of specific FL grammatical structures (i.e. present continuous and past simple tense). We are also exploring the learners’ interactional mindsets (Sato, 2017) in relation to the intervention and we work together with the participating schools to implement peer interaction in the EFL primary classrooms.