Resolution of Communication Breakdown and Interlocutor Type in Negotiated Interaction
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Research on negotiated interaction has largely focused on how learners benefit from negotiation of meaning (NofM) when communication breakdown occurs. The primary concern in this line of research has been the provision of comprehensible input and modified output, with little attention being paid to whether communication breakdowns have been successfully resolved or not. The present study aims to address this gap by combining an information gap task with stimulated recall measures to investigate the effectiveness of NofM in resolving miscommunication in different dyadic contexts—a learnerlearner dyad and a learner-native speaker (NS) dyad. The results indicated that NofM occurred more frequently in ELF dyads; however, the resolution rate in ELF dyads was significantly lower compared to that of NS-involved dyads. The findings also revealed that ELF speakers were more likely to resolve communication breakdowns with a series of negotiation attempts when interacting with fellow ELF peers. The results are discussed with pedagogical implications and directions for further research.
Abstract
Research on negotiated interaction has largely focused on how learners benefit from negotiation of meaning (NofM) when communication breakdown occurs. The primary concern in this line of research has been the provision of comprehensible input and modified output, with little attention being paid to whether communication breakdowns have been successfully resolved or not. The present study aims to address this gap by combining an information gap task with stimulated recall measures to investigate the effectiveness of NofM in resolving miscommunication in different dyadic contexts—a learnerlearner dyad and a learner-native speaker (NS) dyad. The results indicated that NofM occurred more frequently in ELF dyads; however, the resolution rate in ELF dyads was significantly lower compared to that of NS-involved dyads. The findings also revealed that ELF speakers were more likely to resolve communication breakdowns with a series of negotiation attempts when interacting with fellow ELF peers. The results are discussed with pedagogical implications and directions for further research.
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