Abstract
Negotiation is believed to play a key role in language learning in general and vocabulary learning in particular. The present study aimed at investigating the effect of types of instructions (negotiation, non-negotiation, or in isolation) on learning and recalling of new words by Iranian learners. Using a quasi-experimental research design, 39 EFL students of a secondary school were sampled and assigned into three experimental groups: the input plus negotiated group (IPN), the input without negotiated group (IWN), and the elaborative, un-instructed input group (EUI). The first group had the chance for negotiated interaction; the second one received the input without any negotiation with their instructor and the last group received elaborative input without any interaction with their teachers. The groups were rated on their degree of comprehension and the acquisition of vocabulary items. The results revealed that negotiation had a non-significant effect over non-negotiation tasks. However, the results indicated that negotiation was significantly effective against un-instruction task. Thus, in acquisition and retention of new vocabulary, IPN group was not significantly different than IWN group, but they outperformed those learners who used their own strategy to learn new words (EUI).
Highlights
The importance of conversation in second language acquisition has been the focus of a host of researches over the past decades (Long, 1981, 1983; Pica, 1987; Gass, 1985, 1989)
5.2.1 Effect of types of instruction on short-term memory. These results support those of previous studies (Ellis et al, 1994; Loschky, 1994) in that out of the three experimental groups, the one focusing largely on negotiation has shown that negotiation seems to have a positive effect on short-term memory: the mean score for group input plus negotiated group (IPN) was higher than the other two groups
This study aimed at investigating the effect of negotiation on acquisition and comprehension of new vocabulary items
Summary
The importance of conversation in second language acquisition has been the focus of a host of researches over the past decades (Long, 1981, 1983; Pica, 1987; Gass, 1985, 1989). Conversational interaction in second language acquisition forms the basis for the development of syntax; it is not merely a forum of grammatical structures”. Through this development, nowadays the role of conversational interaction or negotiation has been investigated. As Azam, Chin, and Prakash (2010) put it, vocabulary is highly critical in language learning and acts like a communication toolbox with every word as a tool to be used at the right time, and learners take better chances of finding the appropriate tool for their purpose in case they master more tools. Learning a new word means learning how to use the appropriate word at the appropriate time for effectiveness of communication
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