Exploring Learners’ Negotiation of Meaning and Corrective Feedback
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Exploring Learners’ Negotiation of Meaning and Corrective Feedback
- 1. Presenters: Agung Diah Wulandari // Ardiansyah // Eka Uliyanti // Paula Kristanti Exploring Learners’ Negotiation of Meaning and Corrective Feedback
- 2. Introduction What do learners need to be successful in L2 learning? - They need to have meaningful and comprehensible L2 input in its message (Krashen, 1981). - They need to be given corrective feedback for their comprehending in the message (Long, 1996). - Input does not become intake for language learning unless it is noticed (Schmidt, 1990). What will learners do when they have difficulties in understanding each other? According to Tarone & Swierzbin (2009), learners pretend to understand while expecting further clarification or they can possibly negotiate the meaning.
- 3. What is negotiation of meaning? Negotiation is an effort conducted by the L2 learner in order to get better communication / clearer input by improving the communication with the language source (Tarone & Swierzbin, 2009). What is the main characteristic? Pica (1996) speaks about the main characteristic of negotiation of meaning: “It alters the structures of interaction between two or more interlocutors as they engage in social discourse” (p.2). Furthermore, Pica (1996) adds that: “This takes place as one interlocutor lets other know that something is not clear or has not been understood” (p.2).
- 4. Interactional Modification Long (cited in Samar & Shayestefar, 2009) proposes the functions of interactional modification: •to make input understandable •to give corrective feedback •to adjust their interlanguage production / output Corrective Feedback Long states that Corrective Feedback is indication which is given to a learner in order to let him know that his L2 linguistic expression is incorrect (cited in Tarone & Swierzbin, 2009)
- 5. Summary of Previous Studies Lyster and Mori (2006) Method: conducted a study examining recasts, prompts, and explicit oral error correction in two different instructional settings, French immersion classrooms in Canada and Japanese immersion classrooms in the United States Result: Recasts were the most common form of oral feed-back, followed by prompts and explicit correction in both instructional settings Vásquez and Harvey (2010) Method: a case study that examining the evolving thoughts and beliefs about corrective feedback of graduate students in applied linguistics in a second language acquisition (SLA) course. Result: many students’ comments revealed a decreased emphasis on the affective dimension of error correction, and a more sophisticated understanding of corrective feedback, as well as an appreciation for the relationship between corrective feedback, student uptake, and error type. Devi (2014) Method: classroom observation and interview Result: Recast is the most frequent strategy employed since it is considered more appropriate by the teacher.
- 6. Method of Analysis Library research Source of Data The data will be taken from transcript of the interview from learners (Question task). Data collection technique will be conducted by way of: 1. Watching the videos 2. Reading the transcript 3. Identifying the data 4. Highlighting the data from the transcript 5. Listing them
- 7. Recast R : more easy. I l l feel, to learn... I : I So you said it’s easier now. Explicitation Request R : The teacher he are, not interact in, speak, or, with, eh eh students. I : He doesn’t interact. You should say ‘he doesn’t ’. Prompts Clarification Requests J : Does, his head hurt? I : I’m sorry, what? 2. Elicitation J : It was like require in my school ... I : Require. How do we say that? Metalinguistic R : But now, in the fourth, s, s, s, week, is more easy. I : You need –ER on the of ‘easy’ to make the comparative form Repetition J : It was like require in my school I : It was like require? Types of Corrective Feedback (Tarone & Swierzbin, 2009)
- 8. Analysis Line Interactional Modification Target Reformulation Corrective Feedback Uptake Rodrigo 19 R Yes. Yes, y,y your class, eh, is wha- what time? (with fillers) Seeking help What time is his class? Recast What time is his class? Yes I Uh, what time is his class? (repetition of input) R What time is his class, yes (clarification) 27 R Oh, OK. Uh in, is, is t today, is is, cold? Is winter? (with fillers) Seeking help It’s winter in Minessota Recast No repair I Yeah. It's winter. It's winter in Minessota (clarification) Antonio 7 I He's from Somalia Repetition of input Clarification request A Somalia. Oh. That's really intersesting. Eh What is, what is he? fillers Repetition I What did you say? What is he? (repetition of input) A What is he? (clarification) I He's a student (clarified) 46 A Why, he, say stop? Repetition of input Why did he stop? Clarification request I Why, why what? (repetition of input) A Why, this guy, say, the uh, s-stop? (clarification+fillers) Chun 1 C Is the man is a student? (clarification) Unclear input is he a student? Recast I Yes, he is a student (clarified) 32 C Oh yeah. Hitchhike. And is that way work? Is that way work? Unclear input Dows the way work? Recast yeah (no repair) I Does that way work? (repetition of input) C Yeah
- 9. Xue 10 X What, what do, what does he do? unclear input Recast I He has to go to school. He's late for school (repetition of input) X So, he is a student? (clarification) I He's a student (clarified) 16 X It seems, like, he wants to hike, hi-, hi-, hi-. What, what he is doing? (with fillers) Seeking help he wants to hitchhike Recast yeah, hitchhiking I He's hitchhiking (repetition of input) X Yeah, Hitchhiking (clarification) I Hitchhiking, right (clarified) Catrine 14 C Is he mad? (clarification) seeking help is he upset? Recast I He's upset. He's kind of upset with himself (clarified) 19 C What is he, is he running? (clarification) unclear input is he running after bus? Recast I Yeah he's running after the bus (clarified) Jeanne 9 J Oh, so he seems really tired. Does, his head hurt? unclear input Clarification request I I'm sorry, what? Repetition of input J His head hurt? (clarification) I Oh, his head hurts (clarified) 44 J Oh. What he's going to do? Seeking help Recast (No repair) I Ah, he's going to hitchhike J OK. Is he going to run? (clarification) I No, he's going to hitchhike (clarified) Analysis
- 10. Findings and Discussion Based on the Question Task from 6 learners: -Rodrigo got recasts as the corrective feedback from the interviewer -Antonio got clarification request and repetition as the corrective feedback -Chun got recasts as the corrective feedback from the interviewer -Xue got recasts as the corrective feedback from the interviewer -Catrine got recasts as the corrective feedback from the interviewer -Jeanne got clarification request and recast as the corrective feedback from the interviewer
- 11. Conclusion • Most of the learners start the negotiation of meaning by seeking help + unclear input • Recast is the most frequent corrective feedback employed by the interviewer
- 12. References Devi, A.P. (2014). Teacher’s corrective feedback on students’ spoken errors in an EFL classroom. The 61st TEFLIN International Conference, UNS Solo, 1127-1130 Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press. Long, M.H. (1996). The role of the linguistic environment in second language acquisition. Handbook of second language acquisition, 2(2), 413-468. Lyster, R. & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269–300. Pica, T. (1996). Do second language learners need negotiation? Working Papers in Educational Linguistics, 34(1), 1-21. Samar, R.G. & Shayestefar, P. (2009). Corrective feedback in EFL classrooms: Learner negotiation strategies and uptake. Journal of English Language Teaching and Learning, 52 (212), 108-134 Schmidt, R.W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11: 58-129. Tarone, E. & Swierzbin, B. (2009). Exploring learner language. Oxford: Oxford University Press. Vásquez, C. & Harvey, J. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421–443