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University  \nAbstract  \nThis case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing process as it unfolds turn-by-turn during their interactions. This type of analysis permits researchers to explore how learners orient to their partners and to the language they are producing, and what learners do with their talk (Markee, 2000), so that researchers can observe their competence-in-action (Pekarek Doehler, 2013). The discursive practices of the pair suggested that they viewed collaboration as a way to trade off the role of being expert based on whether their attention was focused on content or language.  \nKeywords: collaborative writing, L2 Spanish, micro-discourse analysis, peer interaction Introduction  \nMost collaborative writing research to date (Li & Zhu, 2013; Storch, 2005, 2009, 2013) applies Storch’s (2002) patterns of interaction framework to examine the relationships peers form when working together and their influence on the quantity and quality of learners’ attention on language form. In this seminal study, Storch (2002) found four types of relationships that pairs form in terms of equality (i.e., learners’ level of contribution and task control) and mutuality (i.e., learners’ level of engagement with others’ contributions) when working in dyads: collaborative (high mutuality and high equality); expert/novice (high mutuality, but low equality); dominant/dominant (high equality, but low mutuality); and dominant/passive (low equality and low mutuality). However, some researchers (e.g., Philp et al., 2014) argue that there are limitations to Storch’s approach: (1) the predetermined typology; (2) the assumption of the importance of individual differences; and (3) the assumption that the patterns of interaction are generally stable throughout the interaction.  \nSimilarly, other researchers, such as van Compernolle (2015), have found that the approach of imposing an interpretative framework based on pre-theorized categories represents “an overtly ‘psychologizing’ analytic mentality (i.e., making assumptions about the state of mind, desires, and/or feelings of a participant to explain his or her actions)” (p. 22) . Instead, he advocates for an microanalytic  \nCollaboration and Writing Development 11  \ndiscourse analysis approach that “does not pre-theorize the relevance and significance of language-in-use…but instead attempts to uncover participants’ own displays of the relevance and significance of communicative interaction”(p. 22) .  \nIn this study, I used an emic, micro-discourse analytic approach to examine the situated nature of collaboration as it becomes observable in the moment-by-moment unfolding of talk-in-interaction between a dyad engaged in a collaborative writing task in second language (L2) Spanish (Kunitz, 2018; Lazaraton & Davis, 2008; van Compernolle, 2015) . This type of analysis of the moment-by-moment unfolding of the talk participants produce while engaged in a collaborative activity allows researchers to explore how and what learners do through their talk when they take turns at talking (Markee, 2000) .  \nLiterature Review  \nLearner-Initiated Language Awareness in Peer Interaction and L2 Learning  \nCollaborative writing provides opportunities for students to engage in verbalization to mediate solutions to complex problems and tasks. Informed by Vygotsky’s (1978) sociocultural theory, which argues that through one’s mediated interactions with a more knowledgeable other, cognition moves from being co-constructed to being internalized individually, Swain (2006) popularized the term languaging to reflect the “proce","cbCaicwXCYYrYn8r","https://ap.wps.com/l/cbCaicwXCYYrYn8r","pdf",572125,24,"English","# Abstract\n# Introduction\n# Literature Review\n## Learner-Initiated Language Awareness in Peer Interaction and L2 Learning","[{\"question\":\"What is the focus of the case study in L2 Spanish collaborative writing?\",\"answer\":\"The study focuses on how two learners position themselves as partners during a collaborative writing activity in a Spanish writing course.\"},{\"question\":\"Why does the research use a micro-discourse analytic approach?\",\"answer\":\"It is used to examine the situated, moment-by-moment development of collaboration and to show how learners orient to partners and to the language being produced.\"},{\"question\":\"How does the literature describe learner language awareness during peer interaction?\",\"answer\":\"Through language-related episodes (LREs), learners discuss, question, and reflect on language issues while writing together, and these episodes provide evidence about engagement and L2 development.\"}]","Collaboration and Writing Development in L2 Spanish - A Microanalytic Perspective | PDF",1792092614]