2.3.2 Negotiation of Meaning in FTF Interaction Foster (1998) represented a classroom perspective on the negotiation of meaning. He argued that tasks provide comprehensible input by exchanging information and results in comprehensible output which this process promotes learning. The study was conducted in a classroom setting by intermediate English foreign language learners. They engaged in information exchange tasks in both dyads and small groups. The results revealed that dyads produced more negotiation moves because the nature of dyad setting forces the parties to negotiate together in order to solve the problems and follow the process of task, Whereas in small groups setting participants were reluctant to take part. Out of 87 negotiation
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Two different groups of learners formed the data sample. The first group was consisted of 20 young adult learners whom they were from different L1 background. The other group was consisted of 19 American college students which were studying Japanese. Two similar information exchange task was used. The tasks were a list of prompt questions which required participants to interview their partner. The first five minutes of each interaction was transcribed and coded based on Long (1980) classification of negotiation moves. The first question of the study sought to find how often learners negotiate meaning and modified their problematic utterances during the completion of a task. The results indicated that the signal of communication problems through negotiation of meaning happened infrequently. But, regarding the frequency of modified output the results showed that, the frequency of modified output was much more in the absence of negotiation of meaning. Also, by considering the effect of task type on the low incidence of negotiation of meaning, the researcher claimed that, although the task was one-way in nature but, in resulted in the high rate of modified output. Next, in relation to the second question regarding the possibility of other interactional process in the absence of overtly signal of communication problem, the data
Two different groups of learners formed the data sample. The first group was consisted of 20 young adult learners whom they were from different L1 background. The other group was consisted of 19 American college students which were studying Japanese. Two similar information exchange task was used. The tasks were a list of prompt questions which required participants to interview their partner. The first five minutes of each interaction was transcribed and coded based on Long (1980) classification of negotiation moves. The first question of the study sought to find how often learners negotiate meaning and modified their problematic utterances during the completion of a task. The results indicated that the signal of communication problems through negotiation of meaning happened infrequently. But, regarding the frequency of modified output the results showed that, the frequency of modified output was much more in the absence of negotiation of meaning. Also, by considering the effect of task type on the low incidence of negotiation of meaning, the researcher claimed that, although the task was one-way in nature but, in resulted in the high rate of modified output. Next, in relation to the second question regarding the possibility of other interactional process in the absence of overtly signal of communication problem, the data