NEGOTIATION AND L2 VOCABULARY: THE ROLE OF INPUT AND OUTPUT IN THE RECEPTIVE AND PRODUCTIVE ACQUISITION OF WORDS (SPANISH TEXT, LANGUAGE ACQUISITION).
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TextDescription: 309 pSubject(s): Language, Linguistics | Education, Language and Literature | Language, General | 0290 | 0279 | 0679Dissertation note: Thesis (PH.D.)--GEORGETOWN UNIVERSITY, 1998. Summary: This study investigates the impact of negotiation of meaning on the development of L2 learners' vocabulary. More specifically it examines the differential effects between three conditions: negotiation without pushed output (Swain, 1985), negotiation plus pushed output, and a Control group exposed to non-negotiated premodified input, on comprehension and acquisition of targeted lexical forms contained in the input.Summary: Negotiation is defined as the conversational adjustments taking place in oral interactions between native and non-native speakers within problem-solving tasks. It has been claimed that it facilitates comprehensible input, necessary for acquisition (Long, 1983, 1996), and its value for vocabulary learning has been suggested (Ellis et al., 1994). The present researcher predicts that negotiation can facilitate L2 learners' comprehension and acquisition of words because it activates cognitive processes that foster the development of L2 interlanguage. Also, based on the alleged role of production in the development of L2, it explores the potential effects of pushed output within the negotiation process in the acquisition of vocabulary.Summary: Participants were 28 college-level third semester learners of Spanish, who were exposed to one of three conditions (Control, NISO and NICO) on a two-day treatment. Their level of comprehension was measured after each phase of the treatment, and their level of acquisition by means of a series of post-treatment tests. Qualitative features of the words acquired were also examined. Analyses of variance were performed on the raw scores obtained on the assessment tasks. Major findings were: (1) negotiated interaction had a positive effect on comprehension of lexical items; (2) only negotiatiated interaction which incorporated pushed output appeared to promote both receptive and productive acquisition of words; (3) all groups demonstrated similar patterns of word retention, but negotiation plus output appeared to promote an increase of productive word retention; (4) negotiated interaction plus output did not promote receptive acquisition more than negotiation without output, but it was more effective in promoting productive acquisition, both on immediate and delayed tests.Summary: The findings of this study provide empirical evidence of the value of negotiation to facilitate comprehension and acquisition of vocabulary items contained in the input. The findings also raise questions about the different types of negotiation and their effect on different aspects of vocabulary acquisition. They suggest a more important role of output within the negotiation process, especially for productive lexical acquisition.
Source: Dissertation Abstracts International, Volume: 59-03, Section: A, page: 0802.
Mentor: RONALD P. LEOW.
Thesis (PH.D.)--GEORGETOWN UNIVERSITY, 1998.
This study investigates the impact of negotiation of meaning on the development of L2 learners' vocabulary. More specifically it examines the differential effects between three conditions: negotiation without pushed output (Swain, 1985), negotiation plus pushed output, and a Control group exposed to non-negotiated premodified input, on comprehension and acquisition of targeted lexical forms contained in the input.
Negotiation is defined as the conversational adjustments taking place in oral interactions between native and non-native speakers within problem-solving tasks. It has been claimed that it facilitates comprehensible input, necessary for acquisition (Long, 1983, 1996), and its value for vocabulary learning has been suggested (Ellis et al., 1994). The present researcher predicts that negotiation can facilitate L2 learners' comprehension and acquisition of words because it activates cognitive processes that foster the development of L2 interlanguage. Also, based on the alleged role of production in the development of L2, it explores the potential effects of pushed output within the negotiation process in the acquisition of vocabulary.
Participants were 28 college-level third semester learners of Spanish, who were exposed to one of three conditions (Control, NISO and NICO) on a two-day treatment. Their level of comprehension was measured after each phase of the treatment, and their level of acquisition by means of a series of post-treatment tests. Qualitative features of the words acquired were also examined. Analyses of variance were performed on the raw scores obtained on the assessment tasks. Major findings were: (1) negotiated interaction had a positive effect on comprehension of lexical items; (2) only negotiatiated interaction which incorporated pushed output appeared to promote both receptive and productive acquisition of words; (3) all groups demonstrated similar patterns of word retention, but negotiation plus output appeared to promote an increase of productive word retention; (4) negotiated interaction plus output did not promote receptive acquisition more than negotiation without output, but it was more effective in promoting productive acquisition, both on immediate and delayed tests.
The findings of this study provide empirical evidence of the value of negotiation to facilitate comprehension and acquisition of vocabulary items contained in the input. The findings also raise questions about the different types of negotiation and their effect on different aspects of vocabulary acquisition. They suggest a more important role of output within the negotiation process, especially for productive lexical acquisition.
School code: 0076.
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