Meaning Negotiation of LEP Learners in Communicative Tasks

Catherine Chui Lam Nguoi, Azian Abd Aziz @ Ahmad

Abstract


This study aims to explore Limited English Language Proficiency (LEP) learners’ meaning negotiation in communicative tasks. In particular, the frequency of meaning negotiation (MN), types and frequency of MN trigger as well as participants’ perceptions of the communicative tasks in relation to their L2 language development were explored. A total number of 8 participants were engaged in both open and closed communicative tasks designed for the purpose of this study. Data from stimulated recall interviews and structured interviews were used to consolidate the primary data. It was found that the closed communicative task can yield greater meaning negotiation compared to open communicative task. Meaning negotiation in closed communicative task was mainly triggered by task complexity and lexical difficulties, which might be due to the task design. Meanwhile, meaning negotiation in the open communicative task was mainly caused by the delivery of vague message. It was found that meaning negotiation can be a potential platform to facilitate language development among learners, particularly through clarification requests which can create the linguistic urgency to push LEP learners to expand their interlanguage. Thus, ESL teachers might want to equip LEP learners with effective meaning negotiation strategies, particularly clarification requests, to better equip these learners with the skills to modify their language output during communicative tasks.

 

Keywords:  Meaning negotiation; open communicative task; closed communicative task; MN trigger; LEP learners


Full Text:

PDF

References


Abdurrahman, A. (2007). Using similar tasks to increase negotiation of meaning and language production in an online second language learning environment. Doctor Philosophy, Texas A&M University, Texas.

Bitchener, J. (2004). The relationship between the negotiation of meaning and language learning: A longitudinal study. Language Awareness, 13(2), 81-95.

Choi, S.P. (2003). Negotiation of Meaning in Oral Discussion Tasks among L2 Learners in a Hong Kong Secondary School. Master of Arts, The University of Hong Kong, Hong Kong.

Croninger, R.G. & Valli, L. (2009). Mixing it up about methods. American Educational Research Association. 38(7), 541-545.

Crossley, S. A. & McNamara, D. S. (2010). Interlanguage Talk: What can Breadth of Knowledge Features Tell Us about Input and Output Differences? Association for the advancement of artificial intelligence.

Eckerth, J. (2009). Negotiated interaction in the L2 classroom. Language Teaching. 42(1), 109-130.

Foster, P. & Ohta, A. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics. 26(3), 402-430.

Gass, S. M. & Mackey, A. (2000). Stimulated Recall Methodology in Second Language Research. Mahwah, NJ: Lawrence Erlbaum Associates.

Gass, S., Mackey, A. & Ross-Feldman, L. (2011). Task-based interactions in classroom and laboratory settings. Language Learning. 61(1), 189-220.

Gass, S. M. & Varonis, E, M. (1985). Task Variation and Non-native/Non-native Negotiation of Meaning. In S.M. Gass & C.G. Madden (Eds.), Input in Second Language Acquisition (pp.149-161). Cambridge, MA: Newbury House.

Hox, J. J. & Boieje, H. R. (2005). Data collection, primary vs. secondary. Encyclopedia of Social Measurement. 1, 593-599.

Kitajima, R. (2013). Interactional features of repair negotiation in NS-NNS interaction on two task types: Information gap and personal information exchange. Linguistics and Education. 24, 165-178.

Kuiken, F. & Vedder, I. (2002). The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research. 37, 343-358.

Liebscher, G. & Dailey-O'Cain, J. (2003). Conversational Repair as a Role-Defining Mechanism in Classroom Interaction. The Modern Language Journal. 87 (3), 375-390.

Long, M. H. (1985). Input and second language acquisition theory. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition. (pp. 377-393). Rowley, Mass: Newbury House.

Luciana, M. (2005). Negotiation of meaning in communicative tasks. Indonesian Journal of English Language Teaching. 1(1), 45-56.

Malaysian Examinations Council. (2006). Malaysian University English Test. Retrieved from http://www.mpm.edu.my/documents/10156/c5c332ab-3d97-4959-83c0-09866eea0774

McDonough, K. & Mackey, A. (2000). Communicative tasks, conversational interaction and linguistic form: An empirical study of Thai. Foreign Language Annals. 33(1), 82-92

Morris, F. A. (2002). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom.

Nakahama, Y., Tyler, A. & Van Lier, L. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly. 35(3), 377-405.

Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly. 25(2), 279-295.

Oxenden, C., Lathan-Koenig, C. & Seligson, P. (1999). English File. Oxford: OUP.

Pawlak, M. (2006). On the incidence and effect of negotiation of form and meaning in group work activities: Contrasting theoretical claims with classroom reality. IATEFL Research Sig Newsletter. 18, 1-12.

Pica, T., Kanagy, R. & Falodun, J. (1993). Choosing and using communication tasks for second language instruction and research. In G. Crookes & S. Gass (Eds.). Tasks and Second Language Learning (pp. l-22). Cleveland: Multi-lingual Matters.

Rahimpour, M. (2007). Task complexity and variation in L2 learner’s oral discourse. The University of Queensland Working Papers in Linguistics, Australia, 1, 1-9.

Rahimpour, M. (2008). Implementation of task-based approaches to language teaching. Special Issue, English. 41, 45-61.

Sacks, H., Scheglofi E. & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language. 50, 696-735.

Sadow, S. (1982). Idea Bank: Creative activities for the language class. Rowley, MA: Newbury House.

Skehan, P. (2003). Task-based instruction. Language Teaching. 36, 1-14.

Uggen, M. S. (2012). Reinvestigating the noticing function of output. Language Learning. 62(2), 506–540.

Qiao, L. J. (2010). An empirical study of meaning negotiation from the perspective of task characteristics- Task difficulty and task complexity. Chinese Journal of Applied Linguistics. 33(4), 45-63.

Yi, B. & Sun, Z. (2013). An empirical study of the effectiveness of negotiation of meaning in L2 vocabulary acquisition of Chinese learners of English. English Language Teaching. 6(10), 1-12.

Yufrizal, H. (2001). Negotiation of meaning and language acquisition by Indonesia EFL learners. TEFLIN Journal. 12(1). 60- 87.


Refbacks

  • There are currently no refbacks.


 

 

 

eISSN : 2550-2247

ISSN : 0128-5157