Do Second Language Learners Need Negotiation?  

Oleh:

Pica, Teresa

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: IRAL: International Review of Applied Linguistics in Language Teaching vol. 34 no. 1 (Feb. 1996), page 1-22.
Fulltext: Do Second Language Learners Need Negotiations.pdf (6.14MB)

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Perpustakaan PKBB Nomor Panggil: 405/IRA/34 Non-tandon: tidak ada Tandon: 1

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Theoretical claims have been made regarding what learners need to do for sucessful second language (L2), learning, e.g., to obtain comprehensible input (Krashen 1981, 1983, 1985, Long 1985), produce modified output (Swain 1985, 1994, Swain and Lapkin 1994), and focus attention on L2 form. (Long 1990, 1994, Schmidt 1990, Schmidt and Frota 1986). That learner's participation in negotiation addresses the first two of these needs has been shown through extensive research. The following study, therefore, aimed to examine whether negotiation also addresses the third of these needs. To achieve this purpose, an analysis was carried out on the utterances of negotiation which were produced as 20 English native speaker-non-native speaker (NS-NNS) dyads engaged in communication tasks. The analysis revealed that the NS utterances produced during negotiation offered data on L2 forms, the meanings they encoded, and some of the structural relationships into which they could enter. These utterances were also found to contain information which could help the NNSs distinguish between lexical and structural features of their interlanguage that were native-like and those which were not; however, there were few explicit cues which could make such distinctions salient to the NNSs. Thus negotiation appeared to assist the NNS needs for data on features that were possible in the L2, but it was limited in the extent to which it could inform the NNSs on which of their own interlanguage features were not possible in the L2.

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