ABSTRACT
Peer interaction constitutes a focal site for understanding learning orientations and autonomous learning behaviors. Based on 10 h of video-recorded data collected from small-size conversation-for-learning classes, this study, through the lens of Conversation Analysis, analyzes instances in which L2 learners spontaneously exploit learning opportunities from the on-task public talk and make them relevant for private learning in sequential private peer interaction. The analysis of extended negation-for-meaning practices in peer interaction displays how L2 learners orient to public repair for their learning opportunities in an immediate manner and in so doing, how different participation framework is being utilized to maximize their learning outcomes. As these extended repair practices are entirely managed by learners themselves, they yield both efficient and inefficient learning outcomes. Findings reveal that learners frequently resort to their peers to recycle the focal trouble words for learning opportunities, shifting their participating role from the on looking audience to active learners. By reporting the rather under-researched post-repair negotiation-for-meaning sequence in peer interactions, the study highlights the relevance between on-task classroom activities and private learning, contributing to understanding private learning behaviors in the language classroom and learning as a co-constructed activity locally situated in peer interaction.
