Second language acquisition research in Japan

要旨

This study examines whether non-native speakers of English (NNS) who share the same first language negotiate with each other in their second language (L2) to a comparable extent that NNSs negotiate with native speakers (NSs) of the L2. The interaction was elicited through jigsaw tasks, which have been claimed to maximize opportunities for negotiation of meaning. Coded negotiated interactions between NNS-NNS dyads (N=30) were compared with those between NNS-NS dyads (N=40) in two ways: quantity and quality of negotiated interaction. Analysis of the data revealed that: (1) NNSs negotiated significantly more in NNS dyads than in NS-NNS dyads; (2) NNSs provided more negative input in NNS-NNS dyads than in NS-NNS dyads; (3) there was no significant difference in input modification between NNSs in NNS dyads and NS-NNS dyads; and (4) there was no significant difference in target like second language production between NNSs in NNSNNS dyads and in NS-NNS dyads. Taken together, the results revealed that sharing a first language in the foreign language classroom can make a positive contribution to student's SLA.

主題