Abstract
Recent research on interlanguage in the classroom suggests that strategic pairing of learners with differing native language backgrounds and proficiency levels may provide the optimal context for extended negotiation and repair. The present study examined the process of accommodation in interlanguage discourse in a foreign language context, i.e. one in which learners share a common native language. Dyads of different proficiency levels were rotated in four information gap tasks. Analyses of variance with repeated measures were used to examine the effects of various accommodation and negotiation strategies.
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