Native Speaker Initiated Negotiation: Expanding the Roles of Negotiation in L2 Grammar Acquisition
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Negotiation of meaning in conversational interactions between native speaker (NS) instructors and non-native speaker (NNS) learners has been considered to be conducive to L2 grammar acquisition in that it makes input comprehensible. The present study aims to show that negotiation is not limited to the provision of comprehensible input. To define a broader function of negotiation, (1) two additional acquisition conditions (i.e., comprehensible output and feedback) besides comprehensible input are taken into account, (2) the structure of negotiation is closely analyzed and negotiation is classified into NNS-initiated and NS-initiated types, and (3) negotiation of form is redefined and compared to negotiation of meaning. The study indicates that (1) unlike in NNS- initiated negotiation where comprehensible input is provided, NS-initiated negotiation becomes facilitative of L2 grammar acquisition by fulfilling conditions of comprehensible output and feedback and thus making NNSs attend to form; (2) negotiation of form can supplement and strengthen the roles of NS-initiated meaning negotiation both quantitatively and qualitatively. Studies on recasts, a type of indicator initiating negotiation of form, are analyzed to support those roles of negotiation of form.
Abstract
Negotiation of meaning in conversational interactions between native speaker (NS) instructors and non-native speaker (NNS) learners has been considered to be conducive to L2 grammar acquisition in that it makes input comprehensible. The present study aims to show that negotiation is not limited to the provision of comprehensible input. To define a broader function of negotiation, (1) two additional acquisition conditions (i.e., comprehensible output and feedback) besides comprehensible input are taken into account, (2) the structure of negotiation is closely analyzed and negotiation is classified into NNS-initiated and NS-initiated types, and (3) negotiation of form is redefined and compared to negotiation of meaning. The study indicates that (1) unlike in NNS- initiated negotiation where comprehensible input is provided, NS-initiated negotiation becomes facilitative of L2 grammar acquisition by fulfilling conditions of comprehensible output and feedback and thus making NNSs attend to form; (2) negotiation of form can supplement and strengthen the roles of NS-initiated meaning negotiation both quantitatively and qualitatively. Studies on recasts, a type of indicator initiating negotiation of form, are analyzed to support those roles of negotiation of form.
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