@article{Basterrechea_Gallardo-del-Puerto_2020, title={Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs}, volume={10}, url={https://pressto.amu.edu.pl/index.php/ssllt/article/view/24677}, DOI={10.14746/ssllt.2020.10.3.2}, abstractNote={<p>A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf & Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different <em>patterns of interaction </em>(Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.</p>}, number={3}, journal={Studies in Second Language Learning and Teaching}, author={Basterrechea, María and Gallardo-del-Puerto, Francisco}, year={2020}, month={Sep.}, pages={423–447} }