Is Negotiation of Meaning Effective in a Narrative Task?
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Abstract
The study investigates the effect of negotiation on the quality of oral narratives told by ESL learners. Forty-two students were randomly assigned to two groups. One group told a story for 2- to 3-minutes to classmates and the teacher, followed by a 4-5 minute period during which the narrator negotiated the meaning of certain points in the story. After the negotiation session, the students told the story to a different audience. The control group did not have negotiation sessions between two tellings. Using previous research on narrative structure, a rating scheme was developed to measure the qualities of oral narratives. How much improvement occurred from initial tellings to retellings between the experimental group and the control group were compared. There were no statistically significant overall differences between the groups and no interaction with proficiency level. Thus, the simple question of whether a negotiation session would help students improve the second telling of their stories remains inconclusive. This study, however, indicates that students seemed to negotiate with themselves as well as with the audience and suggest that future research focus on factors leading to successful negotiation of meaning sessions rather than the fact that students had negotiation with the audience.
참고문헌 (29)
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