To Negotiate or Not to Negotiate Meaning: How Do ESL Teachers and Students Decide?
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Abstract
Research has revealed that negotiation of meaning is rare in the discourse of the language-learning classroom. This scarcity is unfortunate, because negotiation gives students opportunities to improve their practical language skills as they attempt to resolve breakdowns in conversations with their partners. Little is known, however, about the factors that compel a student or teacher to negotiate or to refrain from negotiation in any given situations. To identify such factors, this study analyzes data from a 15-week series of observations, stimulated recall procedures, and interviews with members of an English as second language (ESL) class (a female teacher and nine students). The analysis found six categories of factors: institutional, situational, affective, cultural, and physical factors, and factors related to student receptivity to elements of the class. These findings suggest several methods by which the language teacher can create conditions in the classroom for increased negotiation.
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