Negotiating the L2 Linguistics Environment

dc.contributor.advisor Brown, James D. Doughty, Catherine en_US
dc.contributor.department University of Hawaii at Manoa. Department of Second Language Studies. en_US 2016-05-09T22:06:32Z 2016-05-09T22:06:32Z 2000 en_US
dc.description.abstract Increasingly, the interests of L2 teachers and social interactionist SLA researchers have converged upon the aim of understanding language leaming processes that are engaged as a consequence of the kinds of tasks and participation patterns that teachers (or researchers) choose to use in order to promote SLA. This convergence of practical and empirical interests is well represented in a line of classroom-oriented SLA research known as negotiation studies. In contrast to the increasingly frequent use of negotiation to describe pedagogical constructs such as the negotiated syllabus or the negotiated curriculum, in which the notion of negotiation is more akin to the everyday sense of (teachers and learners) reaching explicitly stated agleement on language leaming (and other) goals, in second Language Acquisition (SLA) research, negotiation has, thus far, referred particularly to the negotiation of meaning, which is an incidental, discourselevel language acquisition process that occurs typically during communicative language leaming tasks. This paper presents the negotiation model and discusses a number of empirical studies in order to convey the unique perspective which SLA brings to the notion ofnegotiation and to assess its relevance for language teaching practice. To this end, the aims are (a) to present the social interactionist perspective on SLA in a historical fashion, tracing its early tendency to emphasize the importance of meaning and communication to SLA through to its increasingly sophisticated recognition that SLA involves the continual mapping by leamers of L2 forms, meanings, and communicative function; (b) to review critically the negotiation studies which sought empirically to establish a connection between interaction and SLA, and (c) to show how the shortcomings ofthe empirical research on negotiation has been the impetus for the promising line ofclassroom SLA research known as focus on form. en_US
dc.format.digitalorigin reformatted digital en_US
dc.format.extent 37 pages en_US
dc.language eng en_US
dc.relation.ispartof University of Hawai'i Working Papers in English as a Second Language 18(2)
dc.title Negotiating the L2 Linguistics Environment en_US
dc.type Working Paper en_US
dc.type.dcmi Text en_US
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