Abstract
Since the early 1980s, SLA research has been exploring the contribution of negotiated interaction to second language learning. Attention has been and continues to be given to the conditions that are necessary for L2 acquisition, the relationship between negotiated interaction and language learning, and factors that may facilitate the process. This article reports on a study which investigated the extent to which two individual learner variables (ethnocultural pairing and gender) and certain types of task (free conversation and decision-making tasks) have an effect on negotiation opportunities provided for and by advanced Japanese and Korean male and female ESL learners. Data from 24 dyads found that neither of the individual learner variables affected the amount of negotiation that occurred but that free conversation generated a significantly higher amount of negotiation than decision-making tasks.
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