VietTESOL International Convention, VietTESOL International Convention 2018

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Types of Peer Talks in Speaking Tasks by Vietnamese EFL College Students
Linh Thi Khanh Vo

Building: A12
Room: Room 303
Date: 2018-10-13 09:00 AM – 09:30 AM
Last modified: 2018-09-16

Abstract


Sociocultural Theory emphasises the role of peer interaction in language learning with the prime principles stating that learning and development are embedded through social interaction (Vygotsky, 1978; Lantolf & Thorne, 2006). Pedagogical researches have focussed on the natures of talks in peer interaction with the attempts to identify the categories of talks and the prominent features of talks beneficial for language development through teacher-learner interaction (Corden, 2001; Gilles, 2014) and learner interaction (Canzis and Canzis, 2014; Polo, Lund, Plantin and Niccolai, 2015; Saadi, 2016). The current study draws on Mercer’s (1995) typology of talks to figure out the types and the features of talks by EFL students in the Vietnamese tertiary context. Data was collected by videotaping 5 pairs of EFL college students conducting two different speaking tasks. The data was then analysed with the conventions of Mercer’s sociocultural discourse analysis (2004). The findings reveal three types of talks, namely disputational, cumulative and exploratory exchanges across two speaking tasks, in line with Mercer (2004). However, the results show the surpassing amount of exploratory talks in decision-making tasks while cumulative talks are more popular in picture difference tasks. Based on the findings, the study suggests the theoretical implications to SCT in terms of peer interaction and pedagogical implications of pairing EFL learners and of designing speaking tasks to maximise the benefits of peer interaction.

Keywords


types of talks, sociocultural theory, peer interaction