An investigation into the frequency of Language Related Episodes in the EFL learners’ Homogeneous and Heterogeneous Dyadic Interaction

Abstract

This study attempted to compare the relative frequency of the occurrence of Language Related Episodes (LREs) in the dyadic talks of pairs who were homogeneous and heterogeneous in terms of English proficiency. LREs are those parts of the conversations where the interlocutors explicitly focus on linguistic form. The study was carried out with 60 Iranian university students of teaching English as a foreign language (TEFL) who were divided into two groups of homogeneous and heterogeneous pairs based on their scores in a standardized English proficiency test (FCE). The pairs were required to collaborate and talk to carry out nine writing tasks. The participants’ talks while they were doing the pair work were recorded and transcribed, and the relative frequency of LREs for each pair talk was found. The frequency values for the two groups were compared through the independent samples t-test, and it was found that the heterogeneous pairs had significantly more LREs in their dyadic interactions. The results of the study were explained in relation to Vygotsky’s sociocultural theory, and several pedagogical implications were finally offered.

Keywords

• Language Related Episodes
• dyadic interaction
• sociocultural theory