PhD Project: Learner-learner interaction in teaching and learning Chinese as a foreign language in task-supported environment

In second language acquisition, learner-learner interaction has been perceived as a context for practicing, correcting, and polishing language (Philp et al, 2013). This context enables learners to experience the target language, test out their hypothesis of the target language, and draw their attention to the target language forms. All of these are believed to be conducive to language learning (Swain, 1995), in particular, in a foreign language context where learners can receive little L2 input and has less opportunities to use L2 outside the classroom. To maximize learning opportunities in the classroom, therefore, making effective use of learner-learner interaction is crucial.Research to date on learner-learner interaction has been greatly discussed in the past two decades (Gass, 1997; Pica, 1994). Most of research has mainly focused on quantifying interactional behaviors (e.g., negotiation, recast, feedback) that are seen as indicators of language learning. However, this line of research has been criticized due to its isolation from the social context where interaction occurs (van Lier, 1996). Consequently, the focus of recent research has been shifted to the social constructed nature of learner-learner interaction by investigating the ways in which learners co-construct linguistic knowledge in the course of their interactions and how these interactions lead to learners’ language development. This line of research draws on sociocultural approach to interpret the moment-by-moment process of learners’ interaction and provides a window for us to understand how learners’ language is progressed (Donato, 1994; Ohta, 1995; Swain & Lapkin, 1998; Plat & Brooks, 1994). However, most research is conducted in English as the target language with non-beginning adult learners. Although the range of research has been extended to French and Japanese as a foreign language learning (Tognini, 1998; Iwashiha, 2001), little attention has been paid to Chinese as a foreign language (CFL). An increasing interest in learning CFL has emerged in many foreign countries. For instance, in Denmark, the number of CFL learners has been greatly increased in the past five years, but teaching and learning CFL faces a variety of challenges such as learners’ low interaction, poor involvement, and undesired learning outcomes in the classroom (Du & Kirkebæk, 2012). In response to these challenges, task-based approach has been adopted as a trial-out with an attempt to improve the current situation. Nevertheless, little is known about how learners perceive the use of tasks in their CFL learning and how learners’ language is developed during tasks completion. Against this backdrop, this Ph.D. project intends to answer the main research question:How do CFL learners interact in task-supported environment and what efforts can be done to improve learner-learner interaction?This research is of qualitative orientation. The main research question will be answered by the following four sub questions:1.How do learners perceive the use of tasks in teaching and learning CFL? Research methodology: observation, semi-structured interview (participants from 4 classes)2.How do learners interact with each other during tasks completion?Research methodology: audio-video recording (5 group students)3.What roles does the teacher play in learner-learner interaction?Research methodology: audio-video recording (3 classes)4. How can learner-learner interaction be improved? Research methodology: audio-video recording, interview, observation (4 university students).