research title: the negotiation of meaning in the talking circle in the tertiary esl context...
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Research Title:The Negotiation of Meaning in the Talking Circle in the
Tertiary ESL Context
Research Title:The Negotiation of Meaning in the Talking Circle in the
Tertiary ESL Context
Presenter:
Leonora L. Mingo, Ph.D.
Presenter:
Leonora L. Mingo, Ph.D.
KEY CONCEPTSKEY CONCEPTS
• Negotiation of Meaning
• Classroom Interaction
• Language Learning Tasks
• Negotiation of Meaning
• Classroom Interaction
• Language Learning Tasks
KEY CONCEPTSKEY CONCEPTS
• Communication Strategies
• Interpersonal Values
• Group Work
• Communication Strategies
• Interpersonal Values
• Group Work
INTRODUCTIONINTRODUCTION
• The discipline known as Second Language Acquisition (SLA) has gone a long way in terms of identifying what processes an individual has to undergo in acquiring one or more second or foreign languages. - Nunan (2000)
• The discipline known as Second Language Acquisition (SLA) has gone a long way in terms of identifying what processes an individual has to undergo in acquiring one or more second or foreign languages. - Nunan (2000)
INTRODUCTIONINTRODUCTION
• SLA researchers are interested in both product (i.e., language used by the learners) and process (i.e., the mental process and environmental factors) that influence the acquisition process.
• SLA researchers are interested in both product (i.e., language used by the learners) and process (i.e., the mental process and environmental factors) that influence the acquisition process.
INTRODUCTIONINTRODUCTION
• A growing body of research has been conducted with regard to
- learning processes,
- types of classroom tasks, - kinds of classroom
organizations that appear to facilitate SLA
• A growing body of research has been conducted with regard to
- learning processes,
- types of classroom tasks, - kinds of classroom
organizations that appear to facilitate SLA
INTRODUCTIONINTRODUCTION
• This implies that research in SLA considers the different factors in the classroom and finds out how these factors contribute to second language acquisition.
• This implies that research in SLA considers the different factors in the classroom and finds out how these factors contribute to second language acquisition.
INTRODUCTIONINTRODUCTION
• In English as a Second Language (ESL) classroom, for example, the major concern of the second language (L2) teachers is how to generate rich and meaningful interactions that will aid SLA.
• In English as a Second Language (ESL) classroom, for example, the major concern of the second language (L2) teachers is how to generate rich and meaningful interactions that will aid SLA.
INTRODUCTIONINTRODUCTION
• The essence of Communicative Language Teaching (CLT) is the engagement of learners in communication in order to allow them to develop their communicative competence.
- Murcia (2006)
• The essence of Communicative Language Teaching (CLT) is the engagement of learners in communication in order to allow them to develop their communicative competence.
- Murcia (2006)
INTRODUCTIONINTRODUCTION
• In recent years, the use of group work in ESL classrooms has become a widespread practice.
• In recent years, the use of group work in ESL classrooms has become a widespread practice.
INTRODUCTIONINTRODUCTION
• In the Philippine setting, Bautista (1996) and Genuino’s (2000) studies on group work offered a host of research possibilities that learner-learner interaction may offer, one of them is negotiation of meaning.
• In the Philippine setting, Bautista (1996) and Genuino’s (2000) studies on group work offered a host of research possibilities that learner-learner interaction may offer, one of them is negotiation of meaning.
INTRODUCTIONINTRODUCTION• For more than a decade now,
group work has been widely used by the teachers in Notre Dame of Dadiangas University (NDDU) in General Santos City not only in the ESL classrooms, but also in the classrooms of the other disciplines.
• For more than a decade now, group work has been widely used by the teachers in Notre Dame of Dadiangas University (NDDU) in General Santos City not only in the ESL classrooms, but also in the classrooms of the other disciplines.
INTRODUCTIONINTRODUCTION
• The idea of considering group work as one of the variables in the present study lies in the fact that:
• The idea of considering group work as one of the variables in the present study lies in the fact that:
INTRODUCTIONINTRODUCTION
• First, this type of classroom organization is commonly used by L2 teachers in the locale of the study, yet there has not been any empirical study that unravel the dynamics of group work
• First, this type of classroom organization is commonly used by L2 teachers in the locale of the study, yet there has not been any empirical study that unravel the dynamics of group work
INTRODUCTIONINTRODUCTION
• Second, there is that inquisitiveness in finding out what processes students undertake when they are asked to accomplish a task.
• Second, there is that inquisitiveness in finding out what processes students undertake when they are asked to accomplish a task.
INTRODUCTIONINTRODUCTION
• Within the goals of this study, it is deemed necessary that at the outset, the use of Talking Circle, a term adopted from Ernst (1994), is established to refer to a group of five students engaged in a language learning task in the classroom.
• Within the goals of this study, it is deemed necessary that at the outset, the use of Talking Circle, a term adopted from Ernst (1994), is established to refer to a group of five students engaged in a language learning task in the classroom.
DEFINITION OF TERMSDEFINITION OF TERMS
1. Negotiation of MeaningThis study looks at negotiation
of meaning beyond incomprehensibility of input.
1. Negotiation of MeaningThis study looks at negotiation
of meaning beyond incomprehensibility of input.
DEFINITION OF TERMSDEFINITION OF TERMS
It extends its scope by looking at negotiation of meaning as a collaborative work which second language learners undertake to achieve mutual understanding.
It extends its scope by looking at negotiation of meaning as a collaborative work which second language learners undertake to achieve mutual understanding.
DEFINITION OF TERMSDEFINITION OF TERMS• In this manner, this study takes
note of: the emerging patterns on how
students negotiate how they employ
communication strategies while negotiating
• In this manner, this study takes note of:
the emerging patterns on how students negotiate
how they employ communication strategies while negotiating
DEFINITION OF TERMSDEFINITION OF TERMS
what nature of interaction takes place in the Talking Circle
how students’ interpersonal values may shape group interaction
what nature of interaction takes place in the Talking Circle
how students’ interpersonal values may shape group interaction
DEFINITION OF TERMSDEFINITION OF TERMS
2. Talking CircleTalking Circle (a.k.a. group
work) pertains to a classroom event composed of five members who are engaged in a language learning task in an ESL classroom.
2. Talking CircleTalking Circle (a.k.a. group
work) pertains to a classroom event composed of five members who are engaged in a language learning task in an ESL classroom.
DEFINITION OF TERMSDEFINITION OF TERMS
3. ESL ContextThis pertains to the classroom
context of an English 1 course where the teacher and the students are part of the community.
3. ESL ContextThis pertains to the classroom
context of an English 1 course where the teacher and the students are part of the community.
DEFINITION OF TERMSDEFINITION OF TERMS
4. Communication StrategiesThe way communication
strategies are referred to in
this paper is anchored on the idea that they are elements of interaction.
4. Communication StrategiesThe way communication
strategies are referred to in
this paper is anchored on the idea that they are elements of interaction.
DEFINITION OF TERMSDEFINITION OF TERMS
Its working definition is taken from Corder (1981) which says that communication strategies are systematic techniques employed by a speaker to express his meaning when faced with some difficulty.
Its working definition is taken from Corder (1981) which says that communication strategies are systematic techniques employed by a speaker to express his meaning when faced with some difficulty.
DEFINITION OF TERMSDEFINITION OF TERMS
Only those verbal and nonverbal strategies used by the speaker which have direct contribution to negotiation of meaning are taken into consideration.
Only those verbal and nonverbal strategies used by the speaker which have direct contribution to negotiation of meaning are taken into consideration.
DEFINITION OF TERMSDEFINITION OF TERMS
5. Interpersonal ValuesThey pertain to certain critical
values involving the individual’s relationships to other people or the people’s relationships to him.
5. Interpersonal ValuesThey pertain to certain critical
values involving the individual’s relationships to other people or the people’s relationships to him.
DEFINITION OF TERMSDEFINITION OF TERMS
The interpersonal values mentioned in this study were derived from the Survey of Interpersonal Values (SIV), a standardized instrument developed by Leonard V. Gordon, Ph.D. in 1960.
The interpersonal values mentioned in this study were derived from the Survey of Interpersonal Values (SIV), a standardized instrument developed by Leonard V. Gordon, Ph.D. in 1960.
DEFINITION OF TERMSDEFINITION OF TERMS
In his instrument, he only highlighted the following interpersonal values which
are:• Support• Conformity
In his instrument, he only highlighted the following interpersonal values which
are:• Support• Conformity
DEFINITION OF TERMSDEFINITION OF TERMS
•Recognition
•Independence
•Benevolence
•Leadership
•Recognition
•Independence
•Benevolence
•Leadership
DEFINITION OF TERMSDEFINITION OF TERMS
6. Ethnographic ResearchThis is a qualitative research
approach used to examine in depth the negotiation of meaning which involves personally attending, observing, and audio-video taping interactions.
6. Ethnographic ResearchThis is a qualitative research
approach used to examine in depth the negotiation of meaning which involves personally attending, observing, and audio-video taping interactions.
DEFINITION OF TERMSDEFINITION OF TERMS
This ethnographic study employs other ways of gathering data i.e., by document analysis, survey of interpersonal values, focus group discussion, journal writing, and the use of playback sessions.
This ethnographic study employs other ways of gathering data i.e., by document analysis, survey of interpersonal values, focus group discussion, journal writing, and the use of playback sessions.
RESEARCH OBJECTIVESRESEARCH OBJECTIVES
1.Describe the emerging pattern on how students negotiate meaning in the Talking Circle
1.Describe the emerging pattern on how students negotiate meaning in the Talking Circle
RESEARCH OBJECTIVESRESEARCH OBJECTIVES
2. Identify the communication strategies students employ as they engage in the negotiation of meaning
2. Identify the communication strategies students employ as they engage in the negotiation of meaning
RESEARCH OBJECTIVESRESEARCH OBJECTIVES
3. Find out how the identified interpersonal values may have influenced students’ involvement in the Talking Circle
3. Find out how the identified interpersonal values may have influenced students’ involvement in the Talking Circle
A SCHEMATIC DIAGRAM SHOWING
THE THEORETICAL FRAMEWORK
A SCHEMATIC DIAGRAM SHOWING
THE THEORETICAL FRAMEWORK
THE NEGOTIATIONOF MEANING IN THE TALKING CIRCLE IN THE
TERTIARY ESL
CONTEXT
SECONDLANGUAGE
ACQUISITIONTHEORIES
PRAGMATICSAND
SPEECH ACT THEORY
SOCIOCULTURAL LEARNING THEORY
Monitor Model (Krashen, 1979)
Discourse Model (Hatch, 1978)
Interaction Hypothesis
(Long, 1978)
Linguistic/ Cognitive
Focus
InteractiveFocus
(Austin, 1962; Searle, 1969) (Vygotsky, 1978)
A SCHEMATIC DIAGRAM SHOWING
THE CONCEPTUAL FRAMEWORK
A SCHEMATIC DIAGRAM SHOWING
THE CONCEPTUAL FRAMEWORK
ETHNOGRAPHIC STUDY
A
MODEL
OF
NEGO-
TIATION
OF
MEANING
IN
ESL
CONTEXTT
Second Language
Acquisition Theories
Socio-cultural Theory
Pragmatics and Speech Act
Theory
VERBAL STRATEGIES
NONVERBAL STRATEGIES
NEGOTIATIONNEGOTIATIONOFOF
MEANINGMEANING
METHODOLOGYMETHODOLOGY
• Research MethodEthnographic research method
was used in the study.
• Research MethodEthnographic research method
was used in the study.
METHODOLOGYMETHODOLOGY
• In using ethnographic research method the primary concern is to analyze the data as they are, rather than to compare them to other data to see how similar they are. Therefore, generalizability of findings is not the concern of this study. -Van Lier (1988)
• In using ethnographic research method the primary concern is to analyze the data as they are, rather than to compare them to other data to see how similar they are. Therefore, generalizability of findings is not the concern of this study. -Van Lier (1988)
METHODOLOGYMETHODOLOGY
• The Participants
The participants of the study were 45 first year Bachelor of Science in Nursing (BSN) students enrolled in the English 1 (Communication Arts and Skills 1) course.
• The Participants
The participants of the study were 45 first year Bachelor of Science in Nursing (BSN) students enrolled in the English 1 (Communication Arts and Skills 1) course.
METHODOLOGYMETHODOLOGY
• The Setting
• The study was conducted in Notre Dame of Dadiangas University, a Marist school in General Santos City.
• The Setting
• The study was conducted in Notre Dame of Dadiangas University, a Marist school in General Santos City.
METHODOLOGYMETHODOLOGY
• As a classroom-based research, the English 1 classroom located in Bro. Henry Ruiz Building, Room
203 served as the setting of the study.
• As a classroom-based research, the English 1 classroom located in Bro. Henry Ruiz Building, Room
203 served as the setting of the study.
METHODOLOGYMETHODOLOGY
• The Talking Circle
A total of nine (9) Talking Circles having five members
in each group was organized.
• The Talking Circle
A total of nine (9) Talking Circles having five members
in each group was organized.
METHODOLOGYMETHODOLOGY
• The Language Learning Tasks
This study had used two-way information gap tasks or the so-called required information gap tasks as well as jigsaw tasks.
• The Language Learning Tasks
This study had used two-way information gap tasks or the so-called required information gap tasks as well as jigsaw tasks.
METHODOLOGYMETHODOLOGY
Data Collection
Phase I (Pre-Classroom Interaction)
Document Analysis
Survey of Interpersonal Values (SIV)
Data Collection
Phase I (Pre-Classroom Interaction)
Document Analysis
Survey of Interpersonal Values (SIV)
METHODOLOGYMETHODOLOGY
Phase II (Actual Classroom
Interaction)
Audio-Video Taping
Students’ Journals
Phase II (Actual Classroom
Interaction)
Audio-Video Taping
Students’ Journals
METHODOLOGYMETHODOLOGY
Phase III (Post Classroom Interaction)
Play back Sessions (PBSs)
Focus Group Discussions (FGDs)
Phase III (Post Classroom Interaction)
Play back Sessions (PBSs)
Focus Group Discussions (FGDs)
METHODOLOGYMETHODOLOGY
• The transcript of the videotaped interaction was the main source of the data. The other sources such as students’ journals, playback session notes, and focus group discussion transcripts were used for triangulation purposes only.
• The transcript of the videotaped interaction was the main source of the data. The other sources such as students’ journals, playback session notes, and focus group discussion transcripts were used for triangulation purposes only.
METHODOLOGYMETHODOLOGY
• Micro-level AnalysisThe transcripts were analyzed
by episodes for the negotiation of meaning and communication strategies.
• Micro-level AnalysisThe transcripts were analyzed
by episodes for the negotiation of meaning and communication strategies.
METHODOLOGYMETHODOLOGY
• Macro-level AnalysisSummation of the micro-level
analysis, together with the results on how students’ interpersonal values might have influenced their involvement in the Talking Circle.
• Macro-level AnalysisSummation of the micro-level
analysis, together with the results on how students’ interpersonal values might have influenced their involvement in the Talking Circle.
FINDINGSFINDINGS
1. Emerging Pattern on Meaning Negotiation
The emerging pattern on meaning negotiation is shown
in Figure 1.
1. Emerging Pattern on Meaning Negotiation
The emerging pattern on meaning negotiation is shown
in Figure 1.
narrating/abandonin
g-co-constructin
g
co-constructin
g-agreeing/disagreein
g
asking for clarification-clarifying
inquiring-answering
asking for confirmatio
n-confirming
reiterating info - expressing
comprehension (Meaning
Negotiated)concluding/co-constructing-
agreeing(Meaning
Negotiated)
FINDINGSFINDINGS
The recurrent adjacency pairs in the 90 episodes showed that clarification requests and confirmation checks were frequent, agreeing with Long (1983) and Scarcella and Higa’s (1981) claims on learner-learner interaction.
The recurrent adjacency pairs in the 90 episodes showed that clarification requests and confirmation checks were frequent, agreeing with Long (1983) and Scarcella and Higa’s (1981) claims on learner-learner interaction.
FINDINGSFINDINGS
In some cases, allocating a turn to the next speaker or introducing the next item/phrase/picture to be negotiated signaled that mutual understanding was reached between the speaker and the interlocutors.
In some cases, allocating a turn to the next speaker or introducing the next item/phrase/picture to be negotiated signaled that mutual understanding was reached between the speaker and the interlocutors.
FINDINGSFINDINGS
During the negotiation process, the following occurred:
-To make input comprehensible to the interlocutors, it was evident that speakers made language modifications.
During the negotiation process, the following occurred:
-To make input comprehensible to the interlocutors, it was evident that speakers made language modifications.
FINDINGSFINDINGS
- When a certain item was not available in the speakers’ interlanguage, they tried to admit their inadequacy but worked hard to put the message across to keep the communication line open.
•
- When a certain item was not available in the speakers’ interlanguage, they tried to admit their inadequacy but worked hard to put the message across to keep the communication line open.
•
FINDINGSFINDINGS
-When the speakers felt uncertain of their ideas, they tended to conform to the ideas of the interlocutors, a manifestation of the influence of a student’s interpersonal value.
-When the speakers felt uncertain of their ideas, they tended to conform to the ideas of the interlocutors, a manifestation of the influence of a student’s interpersonal value.
FINDINGSFINDINGS
-When faced with language difficulty, the speaker opted the easiest way out of the difficulty, i.e., to give out the correct answer or information.
-When faced with language difficulty, the speaker opted the easiest way out of the difficulty, i.e., to give out the correct answer or information.
FINDINGSFINDINGS
Speech acts under the categories of representatives, directives, and expressives were predominantly used.
Speech acts under the categories of representatives, directives, and expressives were predominantly used.
FINDINGSFINDINGS
Instances of metacognition occurred, i.e., when students talked about the procedures of the task or expressed their emotional reactions to the task.
Instances of metacognition occurred, i.e., when students talked about the procedures of the task or expressed their emotional reactions to the task.
FINDINGSFINDINGS
2. Communication StrategiesThe verbal strategies
commonly used by the speakers were ranked as follows:
2. Communication StrategiesThe verbal strategies
commonly used by the speakers were ranked as follows:
FINDINGSFINDINGS
(1) message abandonment
(2) code-switching
(3) filled pauses
(4) self-repair
(1) message abandonment
(2) code-switching
(3) filled pauses
(4) self-repair
FINDINGSFINDINGS
(5) repetition of words within
the utterance
(6) association and direct
appeal for help;
(5) repetition of words within
the utterance
(6) association and direct
appeal for help;
FINDINGSFINDINGS
(7) circumlocution
(8) giving out the correct item
or phrase
(9) indirect appeal for help
(10) unfilled pauses and other-
repair.
(7) circumlocution
(8) giving out the correct item
or phrase
(9) indirect appeal for help
(10) unfilled pauses and other-
repair.
FINDINGSFINDINGS
The nonverbal strategies frequently used by the speakers in both task types were ranked as follows:
(1) gestures;
The nonverbal strategies frequently used by the speakers in both task types were ranked as follows:
(1) gestures;
FINDINGSFINDINGS
(2) nodding one’s head
(3) shaking one’s head
(4) eye contact
(2) nodding one’s head
(3) shaking one’s head
(4) eye contact
FINDINGSFINDINGS
The frequent use of message abandonment as a communication strategy allowed interlocutors to provide scaffolds leading to meaning negotiation.
The frequent use of message abandonment as a communication strategy allowed interlocutors to provide scaffolds leading to meaning negotiation.
FINDINGSFINDINGS
The use of code-switching (i.e., from English language to Cebuano, Ilonggo, or Filipino language) enabled speakers to compensate for an unavailable item in the target language to convey the message and to carry on a conversation.
The use of code-switching (i.e., from English language to Cebuano, Ilonggo, or Filipino language) enabled speakers to compensate for an unavailable item in the target language to convey the message and to carry on a conversation.
FINDINGSFINDINGS
3. Interpersonal Values Influencing the Interaction in
the Talking CircleThe male members’ high value,
support, tended to influence their involvement in the Talking Circle.
3. Interpersonal Values Influencing the Interaction in
the Talking CircleThe male members’ high value,
support, tended to influence their involvement in the Talking Circle.
FINDINGSFINDINGS
This is manifested by giving and sharing ideas, confirming one’s ideas, reminding the group of what to do, cooperating and participating
to finish the activity fast.
This is manifested by giving and sharing ideas, confirming one’s ideas, reminding the group of what to do, cooperating and participating
to finish the activity fast.
FINDINGSFINDINGS
The low value, leadership, might have influenced the male members’ involvement in the Talking Circle since nobody from the male members wanted to lead the group.
The low value, leadership, might have influenced the male members’ involvement in the Talking Circle since nobody from the male members wanted to lead the group.
FINDINGSFINDINGS
The female members’ high values, conformity and
support, were likely to
influence their involvement in the Talking Circle.
The female members’ high values, conformity and
support, were likely to
influence their involvement in the Talking Circle.
FINDINGSFINDINGS
Several occasions showed during interaction where female members conformed to the group mates’ ideas.
Several occasions showed during interaction where female members conformed to the group mates’ ideas.
FINDINGSFINDINGS
Female members’ support was not only confined to assisting each other to finish the task, but also to reminding the group of their schedules on playback sessions and focus group discussions.
Female members’ support was not only confined to assisting each other to finish the task, but also to reminding the group of their schedules on playback sessions and focus group discussions.
FINDINGSFINDINGS
The female members’ low value (leadership) tended also to shape the group’s interaction as manifested by their anxieties to lead, lack of leadership skills, and distressing experiences on leadership.
The female members’ low value (leadership) tended also to shape the group’s interaction as manifested by their anxieties to lead, lack of leadership skills, and distressing experiences on leadership.
CONCLUSIONSCONCLUSIONS
1. Most of the episodes generate a pattern of asking for clarification-clarifying, asking for confirmation-confirming, inquiring-answering, guessing-rejecting/agreeing, co-constructing-agreeing/disagreeing, and giving the correct phrase-confirming.
1. Most of the episodes generate a pattern of asking for clarification-clarifying, asking for confirmation-confirming, inquiring-answering, guessing-rejecting/agreeing, co-constructing-agreeing/disagreeing, and giving the correct phrase-confirming.
CONCLUSIONSCONCLUSIONS
2. In the negotiation of meaning, students experience comprehensible input and undergo interactional modifications to produce comprehensible output.
2. In the negotiation of meaning, students experience comprehensible input and undergo interactional modifications to produce comprehensible output.
CONCLUSIONSCONCLUSIONS
3. L2 learners resort to communication strategies like message abandonment, code-switching, filled pauses, self-repair, etc. in order to finish an utterance as they grappled for words in their interlanguage.
3. L2 learners resort to communication strategies like message abandonment, code-switching, filled pauses, self-repair, etc. in order to finish an utterance as they grappled for words in their interlanguage.
CONCLUSIONSCONCLUSIONS
4.The ‘unobservable’ aspect (i.e., the interpersonal values such as support, conformity, and leadership) students may bring with them as they participate in group work seems vital in shaping the interaction.
4.The ‘unobservable’ aspect (i.e., the interpersonal values such as support, conformity, and leadership) students may bring with them as they participate in group work seems vital in shaping the interaction.
CONCLUSIONSCONCLUSIONS
5. A picture emerges of L2 learners conforming to others’ ideas and supporting one another not only during small group interaction in the classroom but also even outside classroom activities.
5. A picture emerges of L2 learners conforming to others’ ideas and supporting one another not only during small group interaction in the classroom but also even outside classroom activities.
CONCLUSIONSCONCLUSIONS
6. The use of other data gathering techniques such as students’ journals, play back session notes, and focus group discussion transcripts provides information crucial to understanding Filipino second language learners.
6. The use of other data gathering techniques such as students’ journals, play back session notes, and focus group discussion transcripts provides information crucial to understanding Filipino second language learners.
RECOMMENDATIONSRECOMMENDATIONS
1. The role of task is very significant in meaning negotiation. Therefore, ESL teachers should design language learning tasks which can elicit negotiation of meaning for the students to experience interactional modification, essential for second language acquisition.
1. The role of task is very significant in meaning negotiation. Therefore, ESL teachers should design language learning tasks which can elicit negotiation of meaning for the students to experience interactional modification, essential for second language acquisition.
RECOMMENDATIONSRECOMMENDATIONS
2. Since L2 learners are communication strategy users, students should be taught on how to cope with communication failures. Teachability of communication strategies is encouraged and should receive support from ESL teachers.
2. Since L2 learners are communication strategy users, students should be taught on how to cope with communication failures. Teachability of communication strategies is encouraged and should receive support from ESL teachers.
RECOMMENDATIONSRECOMMENDATIONS
3. Students should also be taught socioaffective strategies on how to request for clarification, ask for repetitions, slow down, and explain.
3. Students should also be taught socioaffective strategies on how to request for clarification, ask for repetitions, slow down, and explain.
RECOMMENDATIONSRECOMMENDATIONS
5. For future researchers, the following are suggested:
-To explore other variables like gender and L1 background to find out their effects in the negotiation of meaning
5. For future researchers, the following are suggested:
-To explore other variables like gender and L1 background to find out their effects in the negotiation of meaning
RECOMMENDATIONSRECOMMENDATIONS
-To conduct more research in L2 classroom using ethnographic research method to give an accurate picture of what it is like
to learn in an ESL context
-To conduct more research in L2 classroom using ethnographic research method to give an accurate picture of what it is like
to learn in an ESL context
A Model of Negotiation
of Meaning in the ESL Context
A Model of Negotiation
of Meaning in the ESL Context
LANGUAGE LEARNING TASKS
TRIGGER
SupportConformityLeadership
COMMUNICATIONSTRATEGIES
Verbal:Message abandonment
Code-switchingFillers
Self-repairRepetition of words within the utterance
AssociationAppeal for help (direct/indirect)
CircumlocutionGiving out of the correct item/phrase
Other repairAccentuation
ApproximationComprehension
ConfirmationOutright admission of not knowing
SubstitutionNon-verbal:
GesturesNodding of headShaking of head
Eye contact
RECURRENTADJACENCY PAIRS
Asking for clarification – making a clarificationAsking for confirmation – confirming
Co-constructing – agreeingCo-constructing – disagreeingAbandoning – co-constructing
Inquiring – answeringGuessing – rejectingGuessing – agreeing
Giving the correct item/phrase/sentence – confirming
INFLUENCE
PROCESS
NEGOTIATED MEANING
OUTPUT
INTERPERSONAL VALUES
REFERENCESREFERENCES
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•
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•
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•
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•
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