A Comparison of Advanced Heritage Language Learners’ Peer Interaction Across Modes and Pair Types

Abstract

A strand of task-based interaction research has emerged to better understand the effects of heritage language (HL) and second language (L2) learners? peer collaboration on interactional moves (e.g., language-related episodes [LREs], self-repairs) and linguistic focus. To extend this line of research, this study compared 14 HL?L2 and 16 HL?HL advanced learners? peer interactions across face-to-face (FTF) and written synchronous computer-mediated communication (SCMC) modes. Each dyad completed 2 decision-making/collaborative writing tasks in Spanish across both interaction modes. Results revealed that interaction mode had a large effect on the extent to which HL?L2 and HL?HL pairs produced self-repairs and initiated LREs. That is, both pair types initiated more LREs in FTF mode, and self-repaired non-target-like utterances more extensively in SCMC mode. As for pair types, HL?L2 pairs significantly resolved more lexis-focused episodes in FTF mode, and HL?HL pairs only produced self-repair episodes in SCMC mode. HL?L2 and HL?HL dyads addressed linguistic items (e.g., morphosyntax) rather equally across interaction modes. Our findings are discussed in light of the differences in prior language-learning experiences of HL and L2 learners.