Building on the cognitive and interactive perspectives of task research, the cognition hypothesis states that increasing task complexity promotes greater interaction and feedback and thus facilitates second language (L2) development (Robinson, 2001b, 2007a). To date, very little research has explored this claim during learner-learner interactions…

Introduces the notion of a "discourse world," that is, a set of elements against the background of which a unit of talk makes sense, and claims that several discourse worlds coexist in classroom discourse. The notion is interpreted in terms of frame theory and applied to classroom language learning. (SED)

Examines the interaction of teachers and learners in their various activities along a continuum that extends from instructional to natural discourses and is determined by the way participants present themselves to one another and negotiate turns-at-talk, topics, and repairs. Suggests ways to broaden and diversify discourse options in the…

Analyzes four types of repair activity in the foreign language classroom. A distinction is made according to whether the trouble source is produced by a teacher or a learner. Findings show that different preferences for repair patterns vary with the type of classroom activity (language-centered or content-centered). (Author/SED)

Variation in three representative teacher input variables are compared across second language studies to derive viable hypotheses about instructional factors that contribute to second language development. The review indicates that, while the quality and quantity of comprehensible input are important, interactive pedagogical behaviors are also the…

Investigates the nature of those portions of foreign language lessons in which teacher and students focus on the linguistic code rather than on content, that is meta talk. The focus is on scaffolded constructions and norms for meta talk. Examples and analyses are from lessons in Danish secondary schools. (SED)

Examines whether communication occurring in a second-language classroom setting sufficiently ensures development of full target language competence. The ability of 2 English-as-a-Second-Language students to "request" in English was followed over 15-21 months. Results indicated that the classroom did not provide the conditions necessary…

Describes a study which investigated and described the linguistic input and conversational interaction found in English as a second language classrooms when small groups of students work together. The results are compared with classroom activities in which the students participate as a class in teacher-directed lessons. (SED)

Examines aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young second-language learners. The database comprises transcripts of over 18 hours of interaction recorded during 27 lessons in four immersion classrooms at the primary level. (Author/JL)