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Pair work is frequently used in second language
classes, yet there has been little research on the
type of relations learners form when working in
pairs. This study investigated the nature of pair
interaction in an adult ESL class. The sources of
data used were: audio recordings of pairs working on
different tasks over the semester, a survey and
interviews with the students, and the tasks
completed. The study found four distinct patterns of
pair interaction: collaborative, dominant/dominant,
dominant/passive and expert/novice. These patterns
were distinguishable in terms of the level of
contribution to the task and how learners engaged
with each other s contributions. The study found that
the patterns remained fairly stable across the
semester and regardless of task type. Interview with
the learners suggested that the formation of these
different patterns may be explained in terms of the
learners goals and whether members of the pair
shared goals. The study also found that learners who
collaborated or worked in an expert/novice pattern
showed more evidence of language development than
learners who formed dominant/dominant or
dominant/passive patterns.
classes, yet there has been little research on the
type of relations learners form when working in
pairs. This study investigated the nature of pair
interaction in an adult ESL class. The sources of
data used were: audio recordings of pairs working on
different tasks over the semester, a survey and
interviews with the students, and the tasks
completed. The study found four distinct patterns of
pair interaction: collaborative, dominant/dominant,
dominant/passive and expert/novice. These patterns
were distinguishable in terms of the level of
contribution to the task and how learners engaged
with each other s contributions. The study found that
the patterns remained fairly stable across the
semester and regardless of task type. Interview with
the learners suggested that the formation of these
different patterns may be explained in terms of the
learners goals and whether members of the pair
shared goals. The study also found that learners who
collaborated or worked in an expert/novice pattern
showed more evidence of language development than
learners who formed dominant/dominant or
dominant/passive patterns.