Perception of Learner Proficiency: Its Impact on the Interaction Between an ESL Learner and Her Higher and Lower Proficiency Partners
Perception of Learner Proficiency: Its Impact on the Interaction Between an ESL Learner and Her Higher and Lower Proficiency Partners
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对学习者熟练程度的看法：它对 ESL 学习者与其水平较高和水平较低的伙伴之间互动的影响
DOI：
10.1080/09658410802146651
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发表时间：
2008
影响因子：
2
通讯作者：
M. Swain
中科院分区：
文献类型：
--
作者：
Yuko Watanabe;M. Swain
在本文中，我们探讨了语言意识中很少被探索的一个方面——在结对工作环境中对“其他学习者”的语言能力的意识（即感知）。我们研究了日本 ESL 学习者 Mai 在结对问题解决过程中如何看待同伴的 L2 熟练程度，以及她对学习者熟练程度的看法如何影响同伴协助的性质。麦与两名二语熟练程度高于或低于她的学习者进行了一项三阶段任务，包括结对写作、结对注意和个人写作。她还提供了刺激回忆，并在所有任务完成后接受了采访。研究结果表明，测量的熟练程度差异并不一定会影响同伴协助的性质。相反，每个学习者如何感知彼此的熟练程度差异，以及他们如何根据感知的熟练程度与同伴互动可能更重要。
In this article, we explore one aspect of language awareness that has rarely been explored—awareness (i.e. perception) of the language proficiency of the ‘other learner’ in pair work settings. We examine how Mai, a Japanese ESL learner, perceives her peer's L2 proficiency during pair problem solving, and how her perception of learner proficiency affects the nature of peer assistance. Mai engaged in a three-stage task involving pair writing, pair noticing and individual writing with two learners whose L2 proficiency level is either higher or lower than her own. She also provided stimulated recall and was interviewed after all the tasks were completed. The findings suggest that measured proficiency difference does not necessarily affect the nature of peer assistance. Rather, how each learner perceives each other's proficiency difference, and how they interact with their peer based on the perceived proficiency level may be more significant.