Analysis of negotiation episodes in foreign language learner interactions
In second/foreign language learning, it is hypothesised oral interaction facilitates language acquisition. Studies show that one aspect of interaction that promotes second/foreign language acquisition is through the process of negotiation, and one factor that influences interaction is the task or...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2018
|
| Online Access: | http://journalarticle.ukm.my/13780/ http://journalarticle.ukm.my/13780/ http://journalarticle.ukm.my/13780/1/25436-76345-1-PB.pdf |
| Summary: | In second/foreign language learning, it is hypothesised oral interaction facilitates language
acquisition. Studies show that one aspect of interaction that promotes second/foreign
language acquisition is through the process of negotiation, and one factor that influences
interaction is the task or activity that learners are engaged in. Hence, it is the aim of this
study to investigate if foreign language (FL) learners would engage in different negotiation
strategies when completing different communication task types. Nine FL learners from a
tertiary EFL class in groups of three participated in the study. They completed three different
communication task types (i.e., information gap, jigsaw and decision-making) over a period
of four weeks. Data for the study comprised transcribed recordings of the groups’ oral
interaction. This study qualitatively examined FL learners’ oral interactions when engaged
in three different types communication tasks. Data collected were analysed for instances of
negotiation. Findings revealed that the different communication tasks elicited negotiation
episodes as the participants engaged in task completion. They applied similar negotiation
strategies during peer interaction. However, further scrutiny revealed that there were
differences in terms of the depth of negotiation for the different communication task types.
The results of this study exhibit evidence that language communication tasks do promote
meaningful interactions among tertiary EFL learners. Data clearly showed widespread
negotiation episodes during task completion. The knowledge on the types of communication
tasks that can promote meaningful interaction and negotiation episodes can assist language
practitioners to make informed decisions on tasks that are suitable for their learners. |
|---|