Investigating negotiation of meaning in EFL children with very low levels of proficiency
Bibliographic Data
| ID | 5833540 |
|---|---|
| Authors | Amparo Lázaro Ibarrola (0000-0002-3016-5901, Universidad de Navarra), Amparo Lázaro (0000-0001-5626-4134), Raúl Azpilicueta-Martínez (0000-0002-5500-1583, Universidad de Navarra), Raúl Azpilicueta |
| Year | 2015 |
| Volume | 15 |
| Issue | 1 |
| Pages | 1-1 |
| Publication date | 2015-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Studies (JOURNAL) |
| Journal identifiers | ISSN: 1578-7044 • E-ISSN: 1989-6131 |
| Publisher | University of Murcia (PUBLISHER • ES) |
| DOI | 10.6018/ijes/2015/1/203751 |
| OpenAlex | W2124417107 |
| Language | EN |
| Citations received | 8 |
| References cited | 16 |
Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The objective is to document which conversational strategies these learners use and to compare them to those previously reported for other populations. The analysis of our data shows that these children negotiate significantly less than other populations but use a variety of strategies to negotiate for meaning. Also, they resort to the L1 on some occasions and use explicit correction quite often. In light of these results we will argue in favour of using these types of interactive activities in the classroom
EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching
The effect of task repetition on the patterns of interaction of ESL children
L1 use in peer interaction
Young learners’ attitudes towards oral peer interaction and interactional feedback
Exploring the use of models as a written corrective feedback technique among EFL children
L1 use among young EFL mainstream and CLIL learners in task-supported interaction
The influence of creative task engagement on English L2 learners' negotiation of meaning in oral communication tasks
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Task Modality Effects on the Production and Elaboration of Language-Related Episodes
Input, Interaction, and Second Language Development
Linguistic and Conversational Adjustments to Non-Native Speakers
On the Evidence for Maturational Constraints in Second-Language Acquisition
The Role of the Linguistic Environment in Second Language Acquisition
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Interactional tasks and English L2 learning by immigrant children in Singapore
Language acquisition
Primary foreign language teaching in Europe – trends and issues
Group Work, Interlanguage Talk, and Second Language Acquisition
Task Familiarity and Interactional Feedback in Child ESL Classrooms
Task-based second language learning
Age Differences in Negotiation and Feedback in Classroom and Pairwork
Prompts Versus Recasts in Dyadic Interaction
Input, Negotiation, and Age Differences in Second Language Acquisition1
Task-Based Interactions in Classroom and Laboratory Settings
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.73 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |