Di Pietro, Livia2019-07-222019-07-222019https://academica-e.unavarra.es/handle/2454/33653The aim of the present study is to explore the effects of the interlocutor variable in the interaction of Secondary School students learning English as a foreign language (EFL) in Spain and derive pedagogical implications. Most of the studies on interaction focus on adults and more recently also on children, but there is a scarcity of studies on teenagers’ oral interaction, what makes it a relatively unexplored research niche. The current study was carried out with five 14-15-year-old, L1-Spanish students with a comparable level of proficiency, who performed three spot-the-difference tasks paired with three different interlocutors, two expert adult speakers of the target language (TL), the researcher and their English teacher, and same-level peers. The results indicate that the interlocutor variable exerts an influence on the students’ performance and affect s their negotiation of meaning (NoM). The students produced more NoM strategies, more L1 use and more language when they were in dyads in peer interaction. Finding s shed light on the beneficial role of oral interaction through information gap-tasks for teenagers.application/pdfengInteractionNegotiation of meaningInterlocutor variableTaskEnglish as a foreign languageSecond language acquisitioninfo:eu-repo/semantics/masterThesis2019-07-16info:eu-repo/semantics/openAccess