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Native Speaker Initiated Negotiation: Expanding the Roles of Negotiation in L2 Grammar Acquisition
장성수 한국영어교육학회 2005 ENGLISH TEACHING(영어교육) Vol.60 No.2
Negotiation of meaning in conversational interactions between native speaker (NS) instructors and non-native speaker (NNS) learners has been considered to be conducive to L2 grammar acquisition in that it makes input comprehensible. The present study aims to show that negotiation is not limited to the provision of comprehensible input. To define a broader function of negotiation, (1) two additional acquisition conditions (i.e., comprehensible output and feedback) besides comprehensible input are taken into account, (2) the structure of negotiation is closely analyzed and negotiation is classified into NNS-initiated and NS-initiated types, and (3) negotiation of form is redefined and compared to negotiation of meaning. The study indicates that (1) unlike in NNS- initiated negotiation where comprehensible input is provided, NS-initiated negotiation becomes facilitative of L2 grammar acquisition by fulfilling conditions of comprehensible output and feedback and thus making NNSs attend to form; (2) negotiation of form can supplement and strengthen the roles of NS-initiated meaning negotiation both quantitatively and qualitatively. Studies on recasts, a type of indicator initiating negotiation of form, are analyzed to support those roles of negotiation of form.
On the need for practical approaches to negotiation of meaning
장성수 팬코리아영어교육학회 2000 영어교육연구 Vol.12 No.2
It has been widely accepted that comprehension of input is essential to second language acquisition (SLA). In connection with this, negotiation of meaning has been a major focus of SLA research due to its role of making input more comprehensible. However, research on negotiation of meaning has been limited in its theoretical basis and experimental scope.