Effect of (Un)Focused Tasks on L2 Learners' Meaning Negotiation and Negotiation Strategy

Autor/inn/en	Roohani, Ali; Esmaeili, Maryam
Titel	Effect of (Un)Focused Tasks on L2 Learners' Meaning Negotiation and Negotiation Strategy
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 63 (2022), S.315-347 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Second Language Learning; Second Language Instruction; Persuasive Discourse; Decision Making; Student Attitudes; English (Second Language); Task Analysis; Majors (Students); Translation; Undergraduate Students; Foreign Countries; Instructional Design; Teaching Methods; Cooperative Learning; Classification; Discourse Analysis; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Persuasion; Persuasive Kommunikation; Decision-making; Entscheidungsfindung; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Classification system; Klassifikation; Klassifikationssystem; Diskursanalyse
Abstract	This study probed EFL learners' negotiation of meaning and negotiation strategy in two unfocused and two focused tasks using a counterbalanced design. Each of the focused/unfocused tasks included one opinion-exchange and decision-making task type, which resulted in four particular task conditions. To this end, 36 Iranian intermediate EFL learners majoring in English translation with an age range of 20-24 were invited to work together in groups to carry out tasks, with their voices recorded while performing the tasks. The analysis of the quantitative and qualitative data from the participants' performances indicated that the unfocused tasks elicited significantly more instances of meaning negotiation than the focused tasks, promoting more interaction-driven opportunities. Also, they evoked more confirmation check and clarification request strategies. Moreover, the decision-making tasks demanded more cooperation and engaged the participants in interaction more than the opinion-exchange tasks. The findings have provided insight into designing classroom tasks to increase negotiation of meaning. They have also highlighted the positive effects of unfocused task engagement on L2 learning and encourage L2 teachers to implement task-based language instruction. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01