Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study

Autor/inn/en	Saito, Kazuya; Akiyama, Yuka
Titel	Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study
Quelle	In: Language Learning, 67 (2017) 1, S.43-74 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12184
Schlagwörter	Videoconferencing; Second Language Learning; Native Speakers; Persuasive Discourse; Longitudinal Studies; Experimental Groups; English (Second Language); Feedback (Response); Pretests Posttests; Second Language Instruction; College Students; Foreign Countries; Intercultural Communication; Teaching Methods; Language Fluency; Grammar; Pronunciation; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Muttersprachler; Persuasion; Persuasive Kommunikation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Ausland; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Grammatik; Aussprache
Abstract	This study examined the impact of video-based conversational interaction on the longitudinal development (one academic semester) of second language production by college-level Japanese English-as-a-foreign-language learners. Students in the experimental group engaged in weekly dyadic conversation exchanges with native speakers in the United States via telecommunication tools. The native speaker interlocutors were trained to provide interactional feedback (recasts) when the nonnative speakers' utterances hindered successful understanding (i.e., negotiation for comprehensibility). The students in the comparison group received regular foreign language instruction without any interaction with native speakers. The coded video data showed that the experimental students worked on improving all linguistic domains of language, likely in response to their native speaker interlocutors' interactional feedback (recasts, negotiation) during the treatment. The pretest-posttest data of the students' spontaneous production showed that they made significant gains in the dimensions of comprehensibility, fluency, and lexicogrammar but not in those of accentedness and pronunciation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01