The Nature of Negotiations in Face-to-Face versus Computer-Mediated Communication in Pair Interactions

Autor/inn/en	Rouhshad, Amir; Wigglesworth, Gillian; Storch, Neomy
Titel	The Nature of Negotiations in Face-to-Face versus Computer-Mediated Communication in Pair Interactions
Quelle	In: Language Teaching Research, 20 (2016) 4, S.514-534 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168815584455
Schlagwörter	Computer Mediated Communication; Second Language Learning; Teaching Methods; Language Proficiency; Interpersonal Communication; Decision Making; Error Correction; Feedback (Response); Task Analysis; English (Second Language); Second Language Instruction; Adult Students; Intensive Language Courses; Foreign Countries; Grammar; Australia + Suchen Sie Ihr Suchwort? Computerkonferenz; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Interpersonale Kommunikation; Decision-making; Entscheidungsfindung; Korrektur; Aufgabenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Intensivkurs; Sprachkurs; Ausland; Grammatik; Australien
Abstract	The Interaction Approach argues that negotiation for meaning and form is conducive to second language development. To date, most of the research on negotiations has been either in face-to-face (FTF) or text-based synchronous computer-mediated communication (SCMC) modes. Very few studies have compared the nature of negotiations across the modes. Such comparisons are important as they can indicate which mode may be more conducive to language learning. The present study set out to compare the nature of negotiations between FTF and SCMC modes in same-proficiency intermediate dyads. Dyads performed two similar decision-making tasks, one in FTF and one in SCMC mode, and were encouraged to provide corrective feedback, where necessary, to their partner. The analysis revealed that negotiations for form and meaning were scarce in both modes, with more negotiations for meaning in FTF mode. The findings also suggested that mode of interaction influenced the type of negotiations, and their outcomes, in terms of modified output as well as successful uptake. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01