Effects of Negotiation on Language Learners' Output
Bibliographic Data
| ID | 4501924 |
|---|---|
| Authors | Kris Van Den Branden (0000-0001-8348-7034, Catholic University of America, corresponding author) |
| Year | 1997 |
| Volume | 47 |
| Issue | 4 |
| Pages | 589-636 |
| Publication date | 1997-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/0023-8333.00023 |
| OpenAlex | W1989433393 |
| Language | EN |
| Citations received | 28 |
This quasi-experimental study investigated the effects of various types of negotiation on learners' output. Three groups of 16 child learners of Dutch (NSs and NNSs) participated in the study, which asked them to orally describe a series of pictures to a partner in a communicative context. The results showed that the extent to which, and the ways in which, the participants interactionally modified their output during negotiations were determined by the type of negative feedback they received. The negotiations also had significant delayed effects: Performing the same communicative task with another partner in a posttest, the language learners who had been pushed in preceding negotiations produced a significantly greater quantity of output, provided more essential information, and displayed a greater range of vocabulary than language learners in a comparison group who had not been pushed. On the other hand, the negotiations had no significant effects on the syntactic complexity nor on the grammatical correctness of the learners' output during the posttest
Context (archaeology) · Language acquisition · Language proficiency · Linguistics · Mathematics education · Negotiation · Political science · Task (project management) · Vocabulary · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Speech and dialogue systems
Pushed and Non-pushed Speaking Tasks in an EAP Context
Corrective Feedback and Learner Uptake
Quantität des Inputs – eine ausschlaggebende Voraussetzung im Spracherwerb
Synthesizing Research on Language Learning and Teaching
One Size Fits All?
Corrective feedback and learner uptake in communicative classrooms across instructional settings
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Negotiation of meaning and negotiation of form in Chinese EFL classroom discourse
Opportunities to attend to language form in the adolescent near-beginner foreign language classroom
Comprehensible output
Immediate learner repair and its relationship with learning targeted forms in dyadic interaction
Verbal evidence of task related strategies
Interactional feedback and children’s L2 development
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Learner output, hypothesis testing, and internalizing linguistic knowledge
Interactional tasks and English L2 learning by immigrant children in Singapore
Oral interaction and the guided construction of knowledge
Talking, tuning in and noticing
Rethinking Scaffolding
The interaction between task repetition and oral task enjoyment
Japanese Learners' Self Revisions and Peer Revisions of Their Written Compositions in English
Task Familiarity and Interactional Feedback in Child ESL Classrooms
Does Negotiation of Meaning Promote Reading Comprehension? A Study of Multilingual Primary School Classes
Responses to Recasts
Task-Based Interactions in Classroom and Laboratory Settings
Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction
Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction
Task-Based Interactions in Classroom and Laboratory Settings
| Unique citing works | 28 |
|---|---|
| Citations per year | 0,97 |
| Citation span | 1997 - 2025 (29) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 25 |