the repetition of a correction" (Peck, 1987, p. 547). Peer interactions have been found to be especially helpful within the context of projects in which native and non-native speakers work together toward mutual goals. Crookes & Rulon (1988) have noted that "problem-solving conversations" are particularly suited to English language development because they provide more feedback than "free conversations" do (p. 676). Specifically, Crookes & Rulon have found benefits in "negative feedback" or "corrective feedback," whereby native speakers indicate to their non-native peers that "something has gone wrong in the transmission of a message" (p. 675) ...
Johnson (1988) agrees that the development of second language skills is enhanced through goal-directed projects. According to Johnson, "language is purposeful and meaningful and easy to learn when it meets functional needs" (p. 155). Johnson has applied this idea by developing a program which gives ESL students an opportunity to act as "teachers" to their peers. In Johnson's program, a non-native student is taught a specific skill and is then required to teach that skill to a native speaking peer. The ESL student must use English in order to teach the peer, and this provides an incentive for rapid language improvement. Accord
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