Analysis of the Retelling Process in a Peer Reading Activity
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(2) code−switching，Auerbach（1993）claims that Ll use. also spontaneously co−constructed the meaning in. in L2c1assroom enables leamers to reduce anxiety. novel discourse by using L l． Those resu1ts. and enhances the affective environment for leaming．. demonstrate that1earners，with their limited L2. Learners who have lower pro行。iency especially need. proficiency，caηuse bothLl andL2creativelyand. to negotiate their opinions and their L2pro丘。iency，in. beneficially to bui1d their L2knowledge．. which Ll has a role to play．. In chapter5，the findings in thi s research are. Chapter3describes the design ofthe study. summarized and the significance of peer reading. and the method of data coHection and analysis．The. activities fbr leamers was discussed．Peer reading. data was co11ected from eight university students−A. activity based on the coHaborative leaming theory. seven＿stage reading activity incIuding the rete1Iing. brings students the opportunities to read with genuine. process was designed based on Jigsaw；a leaming. communicative purposes，and encourages learners to. strategy promoted by Aronson et a1（1978）．The. coηcentrate on the passage thaη a traditional. pa111icipants completed the seven−step activity in. individual reading activity does．The data from the. which learners need to retell their peer oηwhat they. transcripts revea1ed a number of Ll use when they. read． In this peer reading activity， 1earners are. participated iη peer reading activity．1t seemed. natura11yrequiredtoexplicatetheirinterpretationand. reasonable to supPose that learners use L1 ror. deepen their understanding．One of the reading. negotiating the gap between their opinions and L2. rnaterials was taken丘。m one of the textbooks for. proficiency．. upPer secondary sch◎o1，ルわ’ηs〃eom， and the other. Fina11y，chapter6was concluded by the. from the online newspaper；力ρ伽がmes，Three types. possible implication and1imitation in this study．. of data were coHected；audio recording a11d video. Duringthepeerlearningactivity，1eamersusedL】to. recording of the whole activities and reHection of. compensate for their L2proficiency．These. activity written by each participants．. code−switching moves by the learners provide. Chapter4outlines the results and analyzes. opportunities ofmutua1understanding forthe reading. the data of rete11ing Process in the peer reading. materials with peers．The peerreading activity. activity．The analysis ofthe data was conducted on the. encouragesleamerstorelatetheauthor’sintentions. two−fold research question．Two sets of data were. with their experience and reaccentuate and appropriate. emp1oyed as the main source of interpretation；. the reading materials．Leamers concentrated on. transcribed episodes of the activities in each group. readingmorethanthey woulddo in individua1reading. and the ref1ective reports of each participants were. because they had a genuine communicative purposc. analyzed． ln case a fuれher observation and. that they have to retell the passage to peers．The. c1arificatior−of episodes was needed，the video. e茄ectiveness of using integrated activity js to give. recordings were used for analysis．The findings. leamers the opPortuni収to engage in authentic. revealed that−earners in peer reading activity re協ected. COmmuniCatiOn…n daSSr00m．. their own reading process whi1e they negotiated the meanings with their peers，Another finding suppoれed. the Ll use in L2 classroom．Leamers not only compensated for their L2pronciency by using Ll but. 一251. 主任指導教官 今井 裕之.
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