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Analysis of negotiation episodes in foreign language learner interactions

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dc.FundingDetailsMinistry of Higher Education, Malaysia,�MOHE
dc.FundingDetailsin this paper were from a larger study financially funded by the Ministry Malaysia. We appreciate PPPi, USIM under Skim Pembiayaan Yuran
dc.contributor.affiliationsUniversiti Sains Islam Malaysia (USIM)
dc.contributor.affiliationsUniversity of Malaya (UM)
dc.contributor.affiliationsUniversity of Essex
dc.contributor.authorHazleena Baharunen_US
dc.contributor.authorHaliza Harunen_US
dc.contributor.authorJuliana Othmanen_US
dc.date.accessioned2024-05-28T08:28:44Z
dc.date.available2024-05-28T08:28:44Z
dc.date.issued2018
dc.description.abstractIn second/foreign language learning, it is hypothesised oral interaction facilitates language acquisition. Studies show that one aspect of interaction that promotes second/foreign language acquisition is through the process of negotiation, and one factor that influences interaction is the task or activity that learners are engaged in. Hence, it is the aim of this study to investigate if foreign language (FL) learners would engage in different negotiation strategies when completing different communication task types. Nine FL learners from a tertiary EFL class in groups of three participated in the study. They completed three different communication task types (i.e., information gap, jigsaw and decision-making) over a period of four weeks. Data for the study comprised transcribed recordings of the groups� oral interaction. This study qualitatively examined FL learners� oral interactions when engaged in three different types communication tasks. Data collected were analysed for instances of negotiation. Findings revealed that the different communication tasks elicited negotiation episodes as the participants engaged in task completion. They applied similar negotiation strategies during peer interaction. However, further scrutiny revealed that there were differences in terms of the depth of negotiation for the different communication task types. The results of this study exhibit evidence that language communication tasks do promote meaningful interactions among tertiary EFL learners. Data clearly showed widespread negotiation episodes during task completion. The knowledge on the types of communication tasks that can promote meaningful interaction and negotiation episodes can assist language practitioners to make informed decisions on tasks that are suitable for their learners.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.17576/gema-2018-1802-14
dc.identifier.epage216
dc.identifier.issn16758021
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85047901843
dc.identifier.spage202
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85047901843&doi=10.17576%2fgema-2018-1802-14&partnerID=40&md5=515424124afec13b030ffe53db27c1e6
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/8870
dc.identifier.volume18
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherUniversiti Kebangsaan Malaysia Pressen_US
dc.relation.ispartofOpen Accessen_US
dc.relation.ispartofGEMA Online Journal of Language Studies
dc.sourceScopus
dc.subjectCommunication task typesen_US
dc.subjectNegotiation of meaningen_US
dc.subjectNegotiation strategiesen_US
dc.subjectOral interactionen_US
dc.titleAnalysis of negotiation episodes in foreign language learner interactionsen_US
dc.title.alternativeGEMA Online J. Lang. Stud.en_US
dc.typeArticleen_US
dspace.entity.typePublication

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