This classroom-based study explored links among second language (L2) learners' interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist…

This study suggests that the social dynamics of the language learning classroom may in some cases dramatically alter the way cognitive processes of attention, or noticing, are deployed in cooperative learning activities in which feedback occurs, and this in turn appears to affect acquisition. (Author/VWL)