The present study examines L2 peer interaction in an EFL context. The aim of the current study is to reconsider the role of peer interaction and L1 use for L2 development. The findings show speakers' use of L1 linguistic repertoires and L1 cultural knowledge in L2 interaction.
Conversation tables give enjoyable and interactive opportunities for any foreign language learners. Some studies have explored interactions between expert and novice speakers of the target language, more often, these expert speakers are so-called "native speakers." The current study analyses casual conversations between Japanese university students, who are learning English as an additional language, to explore how L1 knowledge is available for mutual understanding and L2 development. The data for the current study come from a series of conversations in L2 English. To collect data, over ten participants volunteered to be part of this project. Due to time constraints, this presentation focuses on the analysis of interaction by two pairs consisting of four participants in total. Paired participants were instructed to participate in two conversational sessions in the spring semester of 2019, and talk with the conversational partner for about twenty minutes for each session. Conversation sessions were audio and video recorded for the analysis. The findings show the speakers' collaborative use of L1 words (e.g., clipped Japanese words, course titles) and sequentially organization of negotiation for the meaning of the L2 number. Moreover, the collaborative use of L1 words provides L2 users opportunities to notice and develop their L2 knowledge. From the findings, the author explores the potential of L1 knowledge uses in L2 interaction for L2 development.
