Effects of Negotiated Interaction on Mongolian-nationality EFL Learners' Spoken Output

Xueping Li
June 2012
English Language Teaching;Jun2012, Vol. 5 Issue 6, p119
Academic Journal
The present study examines the effect of negotiated interaction on Mongolian-nationality EFL learners' spoken production, focusing on the teacher-learner interaction in a story-telling task. The study supports the hypothesis that interaction plays a facilitating role in language development for learners. Quantitative analysis shows that Mongolian learners gained significant improvement on language accuracy and fluency. The interaction offered occasions for phonological, syntactical as well as semantic language development for individual learners. However, how far these occasions may serve as a facilitating tool for language development depended on the learners' response in the interaction and their uptake in subsequent language production. The analysis also shows that Mongolian learners drew their attention to meaning prior to language forms in dealing with input and output. Their performance was not so much determined by their present language proficiency level, but rather by their L1 background (Mongolian), L2 (Chinese) and negotiation types they engaged in.


Related Articles

  • Comparing PETS and GEPT in China and Taiwan. Mei Wu // English Language Teaching;Jun2012, Vol. 5 Issue 6, p48 

    This paper compares the Public English Test System (PETS) administered in mainland, China and the General English Proficiency Test (GEPT) administered in Taiwan, from the aspects of test levels, test contents and scoring weight. Compared with the PETS, the GEPT is found to value the English...

  • Facilitating Autonomy and Creativity in Second Language Learning through Cyber-tasks, Hyperlinks and Net-surfing. Akinwamise, T. K.; Adedara, O. G. // English Language Teaching;Jun2012, Vol. 5 Issue 6, p36 

    The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed...

  • Evaluation of Two ESP Textbooks. Fraidan, Abdullah Al // English Language Teaching;Jun2012, Vol. 5 Issue 6, p43 

    This paper evaluated two ESP textbooks using the evaluation of McDonough and Shaw (2003) based on external and internal evaluation. The first textbook is Business Objectives (1996) by Vicki Hollett, and the second textbook is Business Studies, Second Edition (2002) by Alain Anderton. To avoid...

  • The Effect of Task Complexity on Fluency and Lexical Complexity of EFL Learners' Argumentative Writing. Sadeghi, Karim; Mosalli, Zahra // International Journal of Applied Linguistics & English Literatur;Sep2012, Vol. 1 Issue 4, p54 

    Based on Robinson's (2003) Cognition Hypothesis and Skehan's (1998) Limited Attentional Capacity Model, this study explored the effect of task complexity on the fluency and lexical complexity of 60 university EFL students' argumentative writing. Task complexity was manipulated through applying...

  • An Analysis of English Pronunciation of Japanese Learners: From the Viewpoint of EIL. Tominaga, Yuko // Journal of Pan-Pacific Association of Applied Linguistics;2011, Vol. 15 Issue 2, p45 

    The objective of this research is to detect effective factors in English pronunciation teaching from the viewpoint of EIL (English as an International Language). This research is based on the data of the Successful Pronunciation Learners (SPL) selected by the raters, Japanese and native speakers...

  • Critical Thinking Skills among EFL/ESL Learners: A Review of Literature. Zare, Pezhman // Language in India;Nov2015, Vol. 15 Issue 11, p241 

    This paper reviews the literature on critical thinking skills in general and in the field of ESL/EFL learning in particular. It starts with a brief introduction. Then, a number of definitions of critical thinking are discussed in details. Critical thinking skills and sub-skills are illustrated....

  • The Effect of Strategic Planning on Accuracy, Fluency, and Complexity of Written Narrative Task Production. Khorasani, Reza; Pandian, Ambigapathy; Ismail, Shaik Abdul Malik Mohamed // Language in India;Jul2012, Vol. 12 Issue 7, p422 

    The effects of different planning conditions on learners' complexity, fluency, and especially accuracy of written task production are still open to question. To further investigate the issue, in this study planning was operationalized in three levels of no-planning (NP), unguided pre-task...

  • Factor Effecting Students' English Speaking Skills. Bashir, Marriam; Azeem, Muhammad; Dogar, Ashiq Hussain // British Journal of Arts & Social Sciences;2013, Vol. 16 Issue 1, p37 

    The article discusses the use of English as a medium of instruction in Pakistan. It presents the stages of language learning: pre-production; early production; speech emergence; and intermediate fluency. Strategies for developing speaking skills include the use of minimal responses, the...


    For over thirty years the 4/3/2 technique has been promoted as a means of developing speaking fluency in the language classroom, but it is a technique that has received surprisingly little research attention. Existing research focuses on the ESL context and quantifiable measures of fluency such...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics