Fluidity of Peer Interaction in a Japanese Language Classroom

This study examines the peer interaction in a small group work task of a pre-intermediate level Japanese language classroom at an Australian university. Based on Sociocultural Theory (e.g. Vygotsky, 1978), the study explores the opportunities for learning that occur during the pair/group work. Data include video-recordings of learners engaging in a group work task, interviews incorporating retrospective stimulated recall, and the researcher’s observation of the class. Findings show that mutual assistance in peer interaction provides various learning opportunities, and that not only do more proficient learners assist less proficient learners, but that the reverse situation also occurs. The study reveals the changeable nature of expert and novice roles in peer interaction, which comes not only from different levels of expertise, but also from the learners' relative positioning of themselves in interaction with their peers. Although the current study shows a number of learning opportunities in peer interaction, findings also indicate negative aspects. The implications for promoting better learning opportunities in peer interaction are discussed.