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Negocjowanie form i znaczeń podczas lekcji języka obcego - wyniki badań

100%

Pawlak M.

Neofilolog

2012

issue 38/1

77-90

According to numerous theorists and researchers, negotiation of form and meaning plays a crucial role in second and foreign language acquisition, since it enhances the quality of the input to which learners are exposed, it promotes noticing gaps and holes in their target language knowledge, and it provides them with opportunities to modify their incorrect output. Such advantages have been posited, among others, by the Noticing Hypothesis (Schmidt, 1990), the Interaction Hypothesis (Long, 1996) and the Output Hypothesis (Swain, 1995), and they have corroborated by the latest findings of research seeking to determine the value of different focus-on-form options and in particular different ways of providing corrective feedback (Sheen i Ellis, 2011; Pawlak, 2012). It can thus be assumed that teachers should stimulate the use of negotiation, either by reacting in the right way to learners' problematic utterances, planning communicative tasks encouraging its use, or undertaking training in this area. In line with such reasoning, the aim of this paper is to report the results of a study which attempted to determine the incidence of negotiated interaction in pair and group work activities, and to appraise its value for language acquisition.

“I’ll google it.”: Using an Online Dictionary for Conducting Repair during Pair and Group Work Activities in Upper-Secondary EFL Classrooms

71%

Červenková A.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

2021

vol. 12

issue 2

43-58

Pair and group work activities break the traditional teacher-centred structures of interaction and partly transfer the control of the teacher to the students, who are provided with more freedom in turn-taking and the management of activities. In the study of how students learn the target language, pair and group work repair sequences are particularly important in order to understand how the participants repair the breakdowns in communication and what processes for acquiring a foreign language they use. This study explores the different ways that students conduct conversational repair, i.e. negotiation of meaning, during pair and group work. Specifically, focusing on the sequences when a dictionary was consulted, this conversation-analytic study examines how the students incorporate the dictionary in those sequences and how its possible presence might influence the roles of experts and novices in the interaction, which gives insight into the epistemic dynamics in learner–learner interactions. The data used for this study consist of carefully synchronized audio and video recordings of students from five different Czech upper-secondary schools in their final year of studies during three to five consecutive EFL lessons. One of the central findings is that the students often try to conduct the repair through different means and the dictionary is used later in the interaction, which could indicate that the use of a dictionary is viewed as a last resort to check the meaning with the dictionary entry, as well as a tool to strengthen and/or weaken the epistemic roles of the participants.

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1 Neofilolog

1 Studie z aplikované lingvistiky - Studies in Applied Linguistics

1 Pawlak M.

1 Červenková A.

1 2021

1 2012

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Negocjowanie form i znaczeń podczas lekcji języka obcego - wyniki badań

“I’ll google it.”: Using an Online Dictionary for Conducting Repair during Pair and Group Work Activities in Upper-Secondary EFL Classrooms