The sociocognitive functions of English use during L2 French collaborative writing tasks.
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| Title: | The sociocognitive functions of English use during L2 French collaborative writing tasks. |
|---|---|
| Authors: | Lindberg, Rachael1 (AUTHOR) lindberg.rachael@uqam.ca, McDonough, Kim1 (AUTHOR), Ammar, Ahlem2 (AUTHOR) |
| Source: | Language Teaching Research. Feb2026, Vol. 30 Issue 2, p829-845. 17p. |
| Subject Terms: | *Authorship collaboration, *Multilingual education, English language usage, Social interaction, Mediation (Statistics), Sociocultural factors, French language |
| Abstract: | Reflecting the important role of collaborative dialogue in second language (L2) learning, collaborative writing tasks have been widely used in L2 classrooms to help students gain new knowledge and consolidate their existing knowledge about how the target language works. Although use of the first language (L1) during peer interaction has been criticized (Levine, 2003; Unamuno, 2008), collaborative dialogue research has identified how L1 English use serves several important sociocognitive functions and supports knowledge mediation in foreign language classrooms (Swain & Lapkin, 2013). This study also examines the sociocognitive functions served by English in an L2 French classroom but compares the functions used by L1 English (n = 13) and L2 English (n = 7) speakers during collaborative writing tasks. Their discussions during two collaborative writing tasks were transcribed, and their English use was analysed in terms of its sociocognitive function. Results showed that L1 and L2 English speakers used English for similar sociocognitive functions, mainly for generating ideas, managing the task, and discussing vocabulary. However, there were some different patterns in terms of how extensively English was used within a turn across the functions. Implications are discussed in terms of the potential benefits of using linguistic resources other than the target language in multilingual L2 classrooms. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190991736 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The sociocognitive functions of English use during L2 French collaborative writing tasks. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lindberg%2C+Rachael%22">Lindberg, Rachael</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lindberg.rachael@uqam.ca</i><br /><searchLink fieldCode="AR" term="%22McDonough%2C+Kim%22">McDonough, Kim</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ammar%2C+Ahlem%22">Ammar, Ahlem</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Teaching+Research%22">Language Teaching Research</searchLink>. Feb2026, Vol. 30 Issue 2, p829-845. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Authorship+collaboration%22">Authorship collaboration</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+usage%22">English language usage</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink><br /><searchLink fieldCode="DE" term="%22French+language%22">French language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Reflecting the important role of collaborative dialogue in second language (L2) learning, collaborative writing tasks have been widely used in L2 classrooms to help students gain new knowledge and consolidate their existing knowledge about how the target language works. Although use of the first language (L1) during peer interaction has been criticized (Levine, 2003; Unamuno, 2008), collaborative dialogue research has identified how L1 English use serves several important sociocognitive functions and supports knowledge mediation in foreign language classrooms (Swain & Lapkin, 2013). This study also examines the sociocognitive functions served by English in an L2 French classroom but compares the functions used by L1 English (n = 13) and L2 English (n = 7) speakers during collaborative writing tasks. Their discussions during two collaborative writing tasks were transcribed, and their English use was analysed in terms of its sociocognitive function. Results showed that L1 and L2 English speakers used English for similar sociocognitive functions, mainly for generating ideas, managing the task, and discussing vocabulary. However, there were some different patterns in terms of how extensively English was used within a turn across the functions. Implications are discussed in terms of the potential benefits of using linguistic resources other than the target language in multilingual L2 classrooms. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/13621688221127647 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 829 Subjects: – SubjectFull: Authorship collaboration Type: general – SubjectFull: Multilingual education Type: general – SubjectFull: English language usage Type: general – SubjectFull: Social interaction Type: general – SubjectFull: Mediation (Statistics) Type: general – SubjectFull: Sociocultural factors Type: general – SubjectFull: French language Type: general Titles: – TitleFull: The sociocognitive functions of English use during L2 French collaborative writing tasks. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lindberg, Rachael – PersonEntity: Name: NameFull: McDonough, Kim – PersonEntity: Name: NameFull: Ammar, Ahlem IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13621688 Numbering: – Type: volume Value: 30 – Type: issue Value: 2 Titles: – TitleFull: Language Teaching Research Type: main |
| ResultId | 1 |
