Tenth Heritage Language Research Institute

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A closer look at L2-L2, L2-HL, and HL-HL dyadic interaction: Learning opportunities and perceptions

Although research on the interaction between second language (L2) and heritage language (HL) learners has recently flourished, results have not yet offered a clear answer to the question of whether L2 and HL learners benefit more from working with a partner of a different or similar linguistic background. Henshaw (2013) and Bowles, Adams, and Toth (2014) found that form-focused episodes (FFEs) were correctly resolved more often in L2-HL dyads than in L2-L2 dyads. However, Henshaw (2015) showed that HL learners had some rather negative feelings about interacting with their L2 peers. Furthermore, since the interaction between two HL learners has not yet been documented, it is impossible to determine whether mixed dyads are more facilitative of language learning than matched dyads. This study compares the characteristics and outcomes of FFEs that occurred as L2-L2, L2-HL, and HL-HL dyads engaged in a collaborative writing task, and also how they perceive their partners and the task in terms of helpfulness and enjoyment. FFEs were identified and coded in the audio-recorded interactions, and perceptions were gathered through a post-task attitudinal questionnaire.