A Study of Language-Related Episodes in University English Group Discussion

The present study aimed at understanding how English learners co-constructed their language experiences in small group interactions. In order to pursue the aim, language-related episodes (LREs), observed while six Korean university students were participating in English group discussion activities throughout one semester, were investigated. Under the framework of Vygotsky's sociocultural theory of mind,the study tried to analyze students' dialogue qualitatively and identified LREs in small group discussion tasks. The results of the data analysis revealed that there were mainly three types of LREs: lexis-based, pronunciation-based, and grammar-based LREs. Along with the categorization of LREs, varied strategies such as projection, dictionary use, (self-)correction were demonstrated in the findings. Collaborative peer interactions and scaffoldings through LREs were commonly observed in group discussion activities, making a positive impact on expanding learner ZPDs. The detailed description of LREs was discussed in terms of the pedagogical values of small group discussion. Finally, implications of the study were provided at the end.