Negotiation about Form across L2 Proficiency Levels and Its Role in Second Language Learning
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study looks at the employment of negotiation about form by a pair of advanced English L2 users engaged in collaborative composition tasks, and compares their negotiation with that of a beginner English L2 pair. Contrary to the increasing interest in negotiation for meaning within the L2 literature, there is little research that investigates how learners interact in negotiation about form contexts, where learners are required to explicitly talk about the form that they encounter. In particular, few studies have been conducted with learners at different proficiency levels in such contexts. Recognising this paucity, the study presents a holistic analysis of learners’ negotiation about form generated by learners at different proficiency levels. This means that first, the negotiation about form was quantified in terms of language-related episodes (LREs); second, the same data was examined via an in-depth, descriptive analysis; third, delayed post-tests were conducted on specific linguistic items produced via negotiation about form. The study does not find much difference in LREs between the two proficiency levels of learners or convincing evidence that LREs lead to L2 learning at all. The results also reveal limitations in the relationship between the interactions engaged in and eventual learning. (196 words)
Abstract
This study looks at the employment of negotiation about form by a pair of advanced English L2 users engaged in collaborative composition tasks, and compares their negotiation with that of a beginner English L2 pair. Contrary to the increasing interest in negotiation for meaning within the L2 literature, there is little research that investigates how learners interact in negotiation about form contexts, where learners are required to explicitly talk about the form that they encounter. In particular, few studies have been conducted with learners at different proficiency levels in such contexts. Recognising this paucity, the study presents a holistic analysis of learners’ negotiation about form generated by learners at different proficiency levels. This means that first, the negotiation about form was quantified in terms of language-related episodes (LREs); second, the same data was examined via an in-depth, descriptive analysis; third, delayed post-tests were conducted on specific linguistic items produced via negotiation about form. The study does not find much difference in LREs between the two proficiency levels of learners or convincing evidence that LREs lead to L2 learning at all. The results also reveal limitations in the relationship between the interactions engaged in and eventual learning. (196 words)
참고문헌 (41)
- Antón, M, "The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second-language classroom", The Modern Language Journal, 83(3), pp.303~318 (1999)
- Basturkmen, H, "Metalanguage in focus on form in the communicative classroom", Language Awareness, 11(1), pp.1~13 (2002)
- Brooks, F, "When are they going to say “it” right? Understanding learner talk during pair-work activity", Foreign Language Annals, 30(4), pp.524~541 (1997)
- de Guerrero, M, "Social-cognitive dimensions of interaction in L2 peer revision", The Modern Language Journal, 78(4), pp.484~496 (1994)
- de Guerrero, M, "Activating the ZPD: Mutual scaffolding in L2 peer revision", The Modern Language Journal, 84(1), pp.51~68 (2000)
- Donato, M, "Collective scaffolding in second language learning. In Sociocultural theory and second language development", pp.33~56 (1994), Ablex Publishing
- Ellis, R, "Theoretical perspectives on interaction and language learning. In Learning a second language through interaction", pp.3~31 (1999), John Benjamin
- Fortune, A, "Learners’ use of metalanguage in collaborative form-focused L2 output tasks", Language Awareness, 14(1), pp.21~38 (2005)
- Fortune, A, "Knotted and entangled: New light on the identification, classification and value of language related episodes in collaborative output tasks", Language Awareness, 10(2), pp.143~160 (2001)
- Gerring, J, "Case study research: Principles and practices" (2007), Cambridge University Press
- Ko, J, "Rethinking scaffolding: Examining negotiation of meaning in an ESL storytelling task", Tesol Quarterly, 37(2), pp.303~324 (2003)
- Kowal, M, "Using collaborative language production tasks to promote students’ language awareness", Language Awareness, 3(2), pp.73~93 (1994)
- Kuiken, F, "The effect of interaction in acquiring the grammar of a second language", International Journal of Educational Research, 37, pp.343~358 (2002)
- Leeser, M, "Learner proficiency and focus on form during collaborative dialogue", Language Teaching Research, 8(1), pp.55~81 (2004)
- Long, M, "The role of the linguistic environment in second language acquisition. In The handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M, "Focus on Form: A design feature in language teaching methodology. In Foreign language research in cross-cultural perspective", pp.39~52 (1991), John Benjamins
- Nassaji, H, "Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities", The Modern Language Journal, 84(2), pp.241~249 (2000)
- Ohta, A, "Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development", Issues in Applied Linguistics, 6(2), pp.93~121 (1995)
- Ohta, A, "Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development. In Sociocultural theory and second language learning", pp.52~78 (2000), Oxford University Press
- Qi, D, "Exploring the role of noticing in a three-stage second language writing task", Journal of Second Language Writing, 10(4), pp.277~303 (2001)
- Robinson, C, "Real world research" (2002), Blackwell
- Storch, N, "Investigating the merits of pair work on a text editing task in ESL classes", Language Teaching Research, 11(2), pp.143~159 (2007)
- Storch,N, "Patterns of interaction in ESL pair work", Language Learning, 52, pp.119~158 (2002)
- Storch, N, "How collaborative is pair work? ESL tertiary students composing in pairs", Language Teaching Research, 5, pp.29~53 (2001)
- Storch, N, "A classroom-based study: Insights from a collaborative text reconstruction task", ELT Journal, 52(4), pp.291~300 (1998)
- Storch, N, "The editing talk of adult ESL learners", Language Awareness, 6(4), pp.221~232 (1997)
- Swain, M, "The output hypothesis: theory and research. In The handbook of research in second language teaching and learning", pp.471~484 (2005), Lawrence Erlbaum
- Swain, M, "The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In Sociocultural theory and second language learning", pp.97~114 (2000), Oxford University Press
- Swain, M, "Focus on form through conscious reflection. In Focus on form in classroom second language acquisition", pp.64~81 (1998), Cambridge University Press
- Swain,M, "Three functions of output in second language learning. In Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson", pp.125~144 (1995), Oxford University Press
- Swain, M, "Focus on form through collaborative dialogue: Exploring task effects. In Research pedagogic tasks: Second language learning, teaching, and testing", pp.99~118 (2001), Longman
- Swain, M, "Interaction and second language learning: Two adolescent French immersion students working together", The Modern Language Journal, 82(3), pp.320~337 (1998)
- Swain, M, "Problems in output and the cognitive processes they generate: A step towards second language learning", Applied Linguistics, 16, pp.371~391 (1995)
- Thorne, S, "Epistemology, politics, and ethics in sociocultural theory", The Modern Language Journal, 89(5), pp.393~409 (2005)
- Vygotsky, L, "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Vygotsky, L, "Thinking and speech. In The collected works of S.L. Vygotsky, Vol 1: Problems of general psychology", pp.39~285 (1987), Plenum
- Watanabe, Y, "Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners", Language Teaching Research, 11(2), pp.121~142 (2007)
- Wesley, A, "Longman TOEIC Test 8" (1996), Longman Asia ELT
- Williams, J, "The effectiveness of spontaneous attention to form", System, 29(3), pp.325~340 (2001)
- Williams, J, "Learner-generated attention to form", Language Learning, 51(1), pp.303~346 (1999)
- Wood, D, "The role of tutoring in problem solving", Journal of Child Psychology and Psychiatry, 17, pp.89~100 (1976)