Abstract
This study aims to investigate the role of corrective feedback and negotiation of meaning within an Interactionist Approach (Long, 1996) in native speaker-Second Language learner and L2 learner-L2 learner interactions. While negotiation of meaning (NoM) and corrective feedback (CF) between native and nonnative speakers has been shown to be helpful for the nonnatives, it remains unclear whether CF and NoM between learners of equivalent or different proficiency produce greater negotiation of meaning and successful uptake of corrective feedback compared to the more traditional native-nonnative interaction. The key issue in this study is whether CF and NoM in different interactional combinations of interlocutors make a difference, in quantitative and qualitative terms. The study adopts a pretest-treatment-posttest design with six participants: two native English speakers, two Chinese L1 NNSs of high English proficiency level (NNS High) and two Chinese L1 NNSs of low English proficiency level (NNS Low). These informants generated 14 different dyads and produced 2377 turns while engaging in task-based interaction. By introducing the notions of group (i.e., NS-NNS versus NNS-NNS groups), combinations (e.g., NS-NNS High versus NNS High-NNS Low), and dyads, it is possible to compare results across groups, combinations and individuals. Results confirm that CF and NoM happen in NNS-NNS interaction yet they differ, qualitatively and quantitatively, according to the type of combination. Significantly, the best rate of success was obtained in the combination of learners with different proficiency levels i.e., the NNS High-NNS Low combination. In addition, error rates decreased from pre-test to post-test in all learners, especially NNS Low, which lends support to the notion that CF and NoM promote second language development also in interaction between learners.
Highlights
This study investigates corrective feedback (CF) and negotiation of meaning (NoM) occurring in the interaction in English between: 1) native speaker (NS) and second language (L2) learner; 2) two L2 learners of the same proficiency level and; 3) two L2 learners of different proficiency levels
This study presented an in-depth analysis of Corrective Feedback (CF) and Negotiation of Meaning (NoM) in native speakers (NS)-non-native speakers (NNS) and NNS-NNS interactions
The first asked whether there is a difference between native speaker with advanced NNS (NS-NNS) and NNS-NNS groups in terms of CF and NoM
Summary
This study investigates corrective feedback (CF) and negotiation of meaning (NoM) occurring in the interaction in English between: 1) native speaker (NS) and second language (L2) learner; 2) two L2 learners of the same proficiency level and; 3) two L2 learners of different proficiency levels. Many studies that analyzed L2 learner’s interaction with native speakers found that: CF that L2 learner receives and NoM that L2 learner participates in help the learner improve his/her L2 language skills (Oliver, 1995; Pica, 1994; Sheen, 2004). Fewer research works examined interactions between nonnative speakers (NNS) (Chiba, 2010; Mackey, Oliver, & Leeman, 2003; Varonis & Gass, 1985) while no previous studies investigated the effects of negotiation of meaning between L2 learners of different proficiency levels. A handful of studies (e.g., Mackey, 1999) broached this issue and the answer to this question remains unclear
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