Investigating the Distribution of L1 and L2 in Student-Student Interaction : A mixed-method study of student-student interaction in a Norwegian EFL classroom

Abstract

In English as a foreign language (EFL)learning, communicative competence is viewed as an important skill according to the English subject curriculum in Norway. In Norwegian EFL classrooms, pupils are often tasked with speaking together in pairs, however, what outcomes do these activities offer and how much English do the pupils speak when the teacher is not around? In Norway, little research has examined language use during peer interaction. This thesis investigates the distribution of L1 and L2in student-student interaction in a 9thgrade Norwegian EFL classroom. This research aims to determine the pupils’ attitudes towards peer-interaction activities and investigates how much Norwegian (L1) and how much English (L2) the pupils speak during different peer activities and in which situations the L1 episodes occurs.