Negotiation for Meaning and Peer Assistance in Second Language Classrooms  

Oleh:

Foster, Pauline ; Ohta, Amy Snyder

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 26 no. 3 (Sep. 2005), page 402-430.
Fulltext: 26.3, 402 - 430.pdf (150.54KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/26 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This paper investigates the value of language classroom negotiation of meaning from both cognitive and sociocultural perspectives. According to Long (1985,1996) comprehensible input gained through interactional adjustments such as negotiating meaning and modifying output is central to second language acquisition, and much research has been undertaken to discover which classroom activities give learners the greatest benefit from this type of interaction (Pica 1994). This paper discusses the measures typically used to identify negotiated interaction and proposes that more rigorous definitions, need to be employed to separate signals of communication problems from signals of interest and encouragement. In the study reported for this paper, learners were recorded during an interactive classroom task, and the incidence of negotiation moves (learners' clarification requests, comprehension and confirmation checks) was calculated by counting only those instances where communication problems were clearly signalled. The quantitative results show that the incidence of negotiating meaning was very low. A qualitative analysis of the data subsequently investigated what was going on in the long stretches of interaction that lacked any signs of meaning negotiation.....

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