https://opus.lib.uts.edu.au/bitstream/10453/123273/7/02whole.pdf

The use of a mobile instant messaging (MIM) application for English interaction in the Korean EFL context

This paper reports on an action research that aims at analyzing the effects of Sociocultural Interactive strategies on students’ negotiation of meaning and at examining students’ tactics to negotiate meaning when implementing such strategies. Participants consisted of twelve female and six male ninth graders at a public school located at the South Bogotá, Colombia. The proposed pedagogical implementation adapted Task-Based Learning approach (TBL) and integrated Sociocultural Interactive strategies (Oxford, 2011), in the development of oral interaction. Data collection instruments included field notes, a semi-structured questionnaire, and a retrospective think aloud recording. Open, Axial, and Descriptive Coding procedures were used to analyze the data collected. The results revealed that the use of Sociocultural Interactive strategies in oral interaction tasks fostered negotiation of meaning. Learners gained confidence to interact orally in the foreign language and tactics served as a stimulus for learners to negotiate meaning. Finally, as learners involve in using varied strategy tactics to negotiate meaning, the use of Spanish, as one of them, diminished.

Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks

Negotiation of meaning is generally defined as conversational modifications or adjustments that take place in communicative interactions when learners and their interlocutors experience difficulty in understanding messages. In a conversation, a speaker may employ a communication strategy to communicate effectively using negotiation of meaning. There is a need to examine the impact of negotiation for meaning in classroom interaction and the extent to which negotiation of meaning contribute to L2 learning. This paper reports on a critical review of research conducted on negotiation of meaning strategies used by second language learners in EFL/ESL contexts. Thispaper specifically discusses the ways in which learners of English employ negotiation of meaning strategies in conversation in the studies reviewed. This paper focuses on the functions of negotiation of meaning strategies. This paper concludes by addressing pedagogical implication of negotiation of meaning in second language classrooms. Key words : negotiation of meaning strategies, second language learning,conversation

/pdf/acritical-review-of-research-on-negotiation-of-meaning-591jkeoeoo.pdf

Acritical review of research on negotiation of meaning insecond language learning

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.

/pdf/the-contribution-of-negotiation-of-meaning-to-language-fn96jetty4.pdf

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task

White Flag Typography proposes a taxonomy of non-standard minuscule use (e.g., following a full-stop in Latin script languages, or when used for the 1SG in English: ); the thesis being that they are deployed in Computer Mediated Communications by social actors for their attenuative effects in the absence of universal non-lexical markers. Non-lexical markers for emphasis abound; all caps, underlining, italics, exclamation marks—hence we posit that social media users, especially in the English language which has a small script inventory, only one 1SG, no speech levels, and zero diacritics, are implementing attenuative variation to pragmatic ends. This thesis analyses the phenomenon using qualitative and quantitative methods, and adopts a usage, not user based social stratification in order to propose a taxonomy of six different usages under the novel term White Flag Typography. Each of these taxa is analysed in separate chapters to reveal their idiosyncrasies: indexicality, aural implicature, sociophonetic enregisterment, visual iconicity, syntactic/semantic interface disruption, and possible reflective function impairment marking. 

White Flag Typography

Problem Statement : The Internet as a tool that presents many challenges has drawn the attention of researchers in the field of education and especially foreign language teaching. However, there has been a lack of information about the true nature of these environments. In recent years, determination of the patterns of negotiation of meaning as a way to delve in these environments has grown in popularity. Purpose of the Study: The current study was an effort to determine the types and frequencies of negotiation of meaning in the interaction of Malaysian students as English as a second language learners and, furthermore, to compare findings of this study with correspondent previous studies.  To this end, two research questions were posed for this study: (a) what types of negotiation of meaning emerge in text-based synchronous CMC environments? and (b) Are there any differences between findings of this study and previous studies in terms of negotiation of meaning functions in this environment?  Method: Participants of this study were fourteen English as second language learners at Universiti Putra Malaysia (UPM). They were involved in a series of discussions over selected short stories. Analysis of students’ chat logs was carried out through computer - mediated discourse analysis (CMDA). Findings and Results: This study yielded 10 types of functions in negotiation of meaning, which are clarification request, confirmation, confirmation check, correction or self correction, elaboration, elaboration request, reply clarification or definition, reply confirmation, reply elaboration, and vocabulary check.  Furthermore, findings of this study indicated that students negotiated with an average of 2.10 per 100 words. According to the findings of this study, the most - frequently used functions were confirmation, elaboration, and elaboration request and the least frequently used functions were vocabulary check, reply confirmation, and reply clarification. The findings of this study were in line with the findings of previous studies in that the proficiency of the participants influences the amount of negotiation for meaning strategies that occur. Conclusions and Recommendations:  Findings of this study will give insight to teachers, learners, and researchers in the field of SLA and will help to sustain their liveliness and curiosity. Taking into account the current situation of Malaysia as the country that host so many international students from all over the world, future studies of these kinds can focus on examining the factor of proficiency in different dyads and its effect on students’ interactions in terms of negotiation of meaning. Keywords: Computer – mediated communication (CMC); computer –mediated discourse analysis (CMDA); negotiation of meaning, teaching English as a Second Language; Language learning

/pdf/patterns-of-negotiation-of-meaning-in-english-as-second-nh7kxxxnqr.pdf

Patterns of Negotiation of Meaning in English as Second Language Learners' Interactions.

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Patterns of Negotiation of Meaning in English as Second Language Learners' Interactions.