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dc.contributor.authorPoehner, Matthew E.
dc.contributor.authorLeontjev, Dmitri
dc.date.accessioned2023-10-04T09:27:05Z
dc.date.available2023-10-04T09:27:05Z
dc.date.issued2023
dc.identifier.citationPoehner, M. E., & Leontjev, D. (2023). Peer interaction, mediation, and a view of teachers as creators of learner L2 development. <i>International journal of applied linguistics</i>, <i>33</i>(1), 18-32. <a href="https://doi.org/10.1111/ijal.12444" target="_blank">https://doi.org/10.1111/ijal.12444</a>
dc.identifier.otherCONVID_159368358
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89383
dc.description.abstractSLA researchers in a variety of theoretical traditions have argued that interaction is essential to supporting learner L2 (second/foreign language) development. While L2 research informed by sociocultural theory has generally examined either peer-to-peer or teacher–learner interactions, the present study investigated how these may function together to form a mediating classroom environment. Drawing on examples from a collaborative project with a university teacher of L2 Japanese writing, we illustrate that while the quality of peer interactions may differ from teacher mediation, learner collaborative efforts allow them opportunities to collectively uncover partial understanding and synthesize their knowledge, positioning them to benefit from subsequent interactions with the teacher while also helping orient the teacher to areas of learner difficulty.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley-Blackwell
dc.relation.ispartofseriesInternational journal of applied linguistics
dc.rightsIn Copyright
dc.subject.otherforeign language teaching methodology/teacher education
dc.subject.otherlanguage education
dc.subject.othersecond/foreign language acquisition
dc.titlePeer interaction, mediation, and a view of teachers as creators of learner L2 development
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202310045403
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange18-32
dc.relation.issn0802-6106
dc.relation.numberinseries1
dc.relation.volume33
dc.type.versionacceptedVersion
dc.rights.copyright© 2022 John Wiley & Sons Ltd.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokieli
dc.subject.ysokieltenopetus
dc.subject.ysovuorovaikutus
dc.subject.ysoopettajat
dc.subject.ysokielen oppiminen
dc.subject.ysovieraat kielet
dc.subject.ysooppilaat
dc.subject.ysokieltenopettajat
dc.subject.ysoopetus
dc.subject.ysooppiminen
dc.subject.ysokielellinen vuorovaikutus
dc.subject.ysososiaalinen vuorovaikutus
dc.subject.ysoerilaiset oppijat
dc.format.contentfulltext
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dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1111/ijal.12444
dc.type.okmA1


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