Effects of setting on Japanese ESL students\u27 interaction patterns

Japanese ESL students are often evaluated negatively by their teachers because of their quiet verbal behavior in the classroom; yet, this study suggests that such silence may be situation specific. The purpose of this study is to describe characteristics of eight Japanese ESL students\u27 production and interaction by comparing with those of four non-Japanese students, across three settings: teacher-fronted, group work, and NS-NNS conversation