Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Bibliographic Data
| ID | 10816447 |
|---|---|
| Authors | Agurtzane Azkarai (0000-0002-3011-344X, Universidad del País Vasco/Euskal Herriko Unibertsitatea Vitoria‐Gasteiz Spain), Ainara Imaz Agirre (0000-0001-6415-1586, Universidad del País Vasco/Euskal Herriko Unibertsitatea Vitoria‐Gasteiz Spain) |
| Year | 2016 |
| Volume | 50 |
| Issue | 4 |
| Pages | 844-870 |
| Publication date | 2016-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.249 |
| OpenAlex | W1938676689 |
| Language | EN |
| Citations received | 11 |
| References cited | 25 |
Research on child English as a second language ( ESL ) learners has shown the benefits of task‐based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning ( CLIL ). The present study focuses on mainstream and CLIL English as a foreign language ( EFL ) learners' oral interaction while they completed a guessing game and a picture placement task. The researchers analysed the oral production of seventy‐two 9‐ to 12‐year‐old children (in age‐ and proficiency‐matched dyads) to examine the conversational strategies that were employed in both tasks. Findings indicated that younger learners negotiated for meaning more, and mainstream learners resorted to more conversational strategies than CLIL learners. Furthermore, task‐based differences in the NoM strategies seemed to depend on age and instructional setting. The results seem to indicate that age, instructional setting, and the tasks in which these EFL learners were engaged had an impact on the NoM strategies they employed in task‐based interaction
English as a foreign language · Foreign language · Language acquisition · Linguistics · Mainstream · Mathematics education · Meaning (existential) · Negotiation · Pedagogy · Sociology · Task (project management) · Task Analysis · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Verbal Evidence of Task-related Strategies in EFL
Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson
An analysis of negotiation sequences in a higher education EFL context
Task Variation, Language Production, and Learning Outcomes in Task‐Based Language Teaching Research
Exploring peer support among young learners during regular EFL classroom lessons
Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings
L1 use among young EFL mainstream and CLIL learners in task-supported interaction
Task modality and pair formation method
Young EFL learners and collaborative writing
L1 use in peer interaction
Examining Deductive Versus Guided Instruction From an Interactionist Perspective
Content-and-Language Integrated Learning
Tasks in Second Language Learning
Teaching Languages to Young Learners
Immersion and CLIL in English
The Role of the Linguistic Environment in Second Language Acquisition
Measuring spoken language
Content and Language Integrated Learning
Task‐based language teaching
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Verbal evidence of task related strategies
Age Differences in Negotiation and Feedback in Classroom and Pairwork
| Unique citing works | 11 |
|---|---|
| Citations per year | 1.22 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |