Stimulating Negotiation of Meaning in CMC Interaction
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This article examines the negotiation of meaning during CMC discussions conducted by an ESL teacher and her students. Transcripts of six conversational CMC tasks were analyzed to identify task characteristics leading to active participation in CMC negotiation. First, based on a preliminary analysis, the two most negotiation-promoting and the two least negotiation-promoting tasks were selected. The analysis then focused on the identification of task characteristics that could account for the distinction between those two kinds of tasks. It was found that those characteristics included the participants’ willingness to request and supply information (as prompted by their interest in the ongoing discussion), the level of task difficulty, the teacher’s role, and student collaboration. The findings of this study suggest that, to promote negotiation of meaning, L2 teachers should not only give careful consideration to such factors as task type, task topic, and task difficulty at the stage of planning a CMC task, but that they should also play the role of mediators for student interaction and provide scaffolding during the process of task performance.
Abstract
This article examines the negotiation of meaning during CMC discussions conducted by an ESL teacher and her students. Transcripts of six conversational CMC tasks were analyzed to identify task characteristics leading to active participation in CMC negotiation. First, based on a preliminary analysis, the two most negotiation-promoting and the two least negotiation-promoting tasks were selected. The analysis then focused on the identification of task characteristics that could account for the distinction between those two kinds of tasks. It was found that those characteristics included the participants’ willingness to request and supply information (as prompted by their interest in the ongoing discussion), the level of task difficulty, the teacher’s role, and student collaboration. The findings of this study suggest that, to promote negotiation of meaning, L2 teachers should not only give careful consideration to such factors as task type, task topic, and task difficulty at the stage of planning a CMC task, but that they should also play the role of mediators for student interaction and provide scaffolding during the process of task performance.
참고문헌 (36)
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