Acceso usuarios
María del Pilar García Mayo 
, Teresa Pica
As a consequence of methodological changes in the classroom environment, learners are increasingly becoming each other's principal interlocutors and resource for language learning. This study asked whether the interaction between proficient EFL learners could address their needs for L2 input and for feedback focused on form in ways that interaction with native speakers (NSs) has been shown to do. The interaction of seven dyads of proficient EFL learners was compared with that of seven dyads of learners and NSs on two communication tasks. Results of the comparison revealed few differences between the two groups with respect to their patterns of interaction as neither pairing displayed difficulty in comprehending the meaning of each other's messages and, therefore, did not interact through the negotiation of meaning. Other interactional patterns, such as scaffolding and repairs, were used by proficient EFL learners.
