Patterns of pair interaction in communicative tasks: the transition process and effect on L2 teaching and learning.

The study reported in this paper investigated the interaction of a group of Chinese intermediate EFL learners working in dyads on a dictogloss task. It examined the transition process of learners' role relationship (i.e. patterns of interaction) in dyadic communication. The pair talk data were analysed for patterns of interaction and incidences of language-related episodes. The results confirmed that collaborative pattern of interaction is more conducive to L2 learning than other patterns (e.g. dominant/dominant, dominant/passive). More importantly, the study found that these intermediate learners were able to adjust their relationship in dyadic interaction, from non-collaborative to a more collaborative end, along with an increasing frequency of language-related discussion. [ABSTRACT FROM AUTHOR]