L2 vocabulary acquisition: the impact of negotiated interaction

Interaction between teachers and students during teaching/learning sessions and the language during these interactions form the main source of language input besides instructional materials from textbooks and workbooks. Research has shown that appropriate input and suitable contexts for interaction...

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Main Authors:	Ng, Lee Luan, Sheila Marina Sappathy
Format:	Article
Language:	English
Published:	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2011
Online Access:	http://journalarticle.ukm.my/997/ http://journalarticle.ukm.my/997/ http://journalarticle.ukm.my/997/1/5-20.pdf

id	ukm-997
recordtype	eprints
spelling	ukm-9972016-12-14T06:28:32Z http://journalarticle.ukm.my/997/ L2 vocabulary acquisition: the impact of negotiated interaction Ng, Lee Luan Sheila Marina Sappathy, Interaction between teachers and students during teaching/learning sessions and the language during these interactions form the main source of language input besides instructional materials from textbooks and workbooks. Research has shown that appropriate input and suitable contexts for interaction among students can lead to successful second language acquisition (SLA). This study examines the relationship between negotiated interaction and the ability to retain vocabulary items among a group of primary school English as a Second Language (ESL) learners with similar first language (L1) backgrounds. 48 participants took part in a one-way input task which involved traditional teaching/learning methods where the teacher used translations and pictures to teach vocabulary. 24 of the 48 participants took part in an additional two-way interactive task in the form of an information gap task. Learners worked in pairs to describe target vocabulary items in pictures. The interactive sessions were audio/video taped and transcribed. All the 48 participants sat for a pretest and three posttests (both immediate and delayed). The results showed that learners who negotiated for meaning in the two-way task achieved higher vocabulary test scores. The 24 students involved in the interactive task demonstrated their ability to negotiate for meaning despite their lack of proficiency in the language. As negotiated interaction has proved successful in enabling students to acquire and retain vocabulary items, such interactive tasks should be encouraged in the classroom. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2011-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/997/1/5-20.pdf Ng, Lee Luan and Sheila Marina Sappathy, (2011) L2 vocabulary acquisition: the impact of negotiated interaction. GEMA: Online Journal of Language Studies, 11 (2). 5- 20. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemahome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Interaction between teachers and students during teaching/learning sessions and the language during these interactions form the main source of language input besides instructional materials from textbooks and workbooks. Research has shown that appropriate input and suitable contexts for interaction among students can lead to successful second language acquisition (SLA). This study examines the relationship between negotiated interaction and the ability to retain vocabulary items among a group of primary school English as a Second Language (ESL) learners with similar first language (L1) backgrounds. 48 participants took part in a one-way input task which involved traditional teaching/learning methods where the teacher used translations and pictures to teach vocabulary. 24 of the 48 participants took part in an additional two-way interactive task in the form of an information gap task. Learners worked in pairs to describe target vocabulary items in pictures. The interactive sessions were audio/video taped and transcribed. All the 48 participants sat for a pretest and three posttests (both immediate and delayed). The results showed that learners who negotiated for meaning in the two-way task achieved higher vocabulary test scores. The 24 students involved in the interactive task demonstrated their ability to negotiate for meaning despite their lack of proficiency in the language. As negotiated interaction has proved successful in enabling students to acquire and retain vocabulary items, such interactive tasks should be encouraged in the classroom.
format	Article
author	Ng, Lee Luan Sheila Marina Sappathy,
spellingShingle	Ng, Lee Luan Sheila Marina Sappathy, L2 vocabulary acquisition: the impact of negotiated interaction
author_facet	Ng, Lee Luan Sheila Marina Sappathy,
author_sort	Ng, Lee Luan
title	L2 vocabulary acquisition: the impact of negotiated interaction
title_short	L2 vocabulary acquisition: the impact of negotiated interaction
title_full	L2 vocabulary acquisition: the impact of negotiated interaction
title_fullStr	L2 vocabulary acquisition: the impact of negotiated interaction
title_full_unstemmed	L2 vocabulary acquisition: the impact of negotiated interaction
title_sort	l2 vocabulary acquisition: the impact of negotiated interaction
publisher	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate	2011
url	http://journalarticle.ukm.my/997/ http://journalarticle.ukm.my/997/ http://journalarticle.ukm.my/997/1/5-20.pdf
first_indexed	2023-09-18T19:32:05Z
last_indexed	2023-09-18T19:32:05Z
_version_	1777405028686888960

L2 vocabulary acquisition: the impact of negotiated interaction

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