Negotiated interaction in target language classroom discourse
Author(s)
Bibliographic Information
Negotiated interaction in target language classroom discourse
(Pragmatics & beyond : new series, 51)
John Benjamins, c1999
- : eur
- : us
Available at 43 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. [283]-327) and indexes
Description and Table of Contents
Description
This book addresses some of the most fundamental questions that can be asked about target language (TL) acquisition in the classroom context, namely
1. What is negotiated interaction?
2. What are the main discourse functions of negotiated interaction?
3. How frequent is negotiated interaction in TL classrooms, and does this frequency vary by proficiency level?
4. To what extent does the initiation of negotiation overlap with the negotiation of power in such a setting of unequal-power discourse as the TL classroom?
The negotiation process allows TL learners to obtain 'comprehensible input', to receive 'negative input', and to produce 'comprehensible output'. Since these are key variables in the acquisition process, by researching the negotiation work occurring in TL classroom discourse, the book fully contributes to the understanding of the process of interlanguage development in TL classrooms and thereby has major implications for TL teaching and teacher training. The book also contributes to further the understanding of negotiated interaction from a sociolinguistic standpoint: the asymmetrical nature of negotiation work in TL classrooms reflects the role and power relationships, the social organization, as well as the tacit interactional and cultural rules that seem to be at work in the TL classroom context.
Table of Contents
- 1. Acknowledgements
- 2. Transcription Conventions
- 3. List of Tables
- 4. List of Figures
- 5. Introduction
- 6. Negociated Interaction in Second Language Acquisition
- 7. Methodology
- 8. Foreign Language Interaction Analysis System (FLIAS)
- 9. Discourse Functions of Negotiation in the TL Classroom
- 10. Frequency Distribution of Negotiation in the TL Classroom
- 11. Negotiation in a Setting of Unequal-Power Discourse
- 12. Conclusion
- 13. Bibliography
- 14. Author Index
- 15. Subject Index
by "Nielsen BookData"