Patterns of Interaction in ESL Pair Work
2002/03/01 by Neomy Storch · 1,061 citations
Arts and Humanities · Psychology · #Cognition #Cognitive psychology #Developmental psychology #EFL/ESL Teaching and Learning #Educational and Psychological Assessments #Innovative Teaching and Learning Methods #Language acquisition #Linguistics #Longitudinal study #Mathematics education #Psychology #Second language #Second-language acquisition #Social psychology #Social relation
paper · doi:10.1111/1467-9922.00179
published in Language Learning 52(1), 119-158 (Wiley)
openalex publication_date 2002/03/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31
Abstract
This study investigated the nature of dyadic interaction in an adult ESL classroom. The study was longitudinal, classroom based, and examined the nature of interaction between 10 pairs of adult ESL students over a range of language tasks and over time (a semester). Four distinct patterns of dyadic interaction were found. These patterns are distinguishable in terms of equality and mutuality (Damon & Phelps, 1989). More importantly, the findings suggest that certain patterns of dyadic interaction are more conducive than others to language learning. These findings are explained by reference to Vygotsky’s theory of cognitive development.
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