The Role of Negotiated Interaction in L2 Vocabulary Acquisition among Primary ESL Learners

Yap Jia Rong,Mellisa Chin Lee Lee,Karunakaran Krishnamoorthy

doi:10.17576/3l-2019-2502-01

Yap Jia Rong, Mellisa Chin Lee Lee + Show 1 more

Open Access

https://doi.org/10.17576/3l-2019-2502-01

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Abstract

The roles of input and output in interaction have always been seen as an entirety in the language-learning domain. Driven by three distinctive frameworks, earlier works suggested that the Interaction Hypothesis facilitates the Input Hypothesis and the Output Hypothesis in language development. This experimental study was designed to investigate the effects of pre-modified input, negotiated interaction and output in second language (L2) vocabulary comprehension and acquisition. A sample of 45 primary school ESL learners in Malaysia with similar first language (L1) background was divided into three groups (GPIO–premodified input, GINW–negotiated input without output, GINP–negotiated input with output). Each group learned the target vocabulary items with pictures through different approaches based on the corresponding independent variables. Data from the pre-test and three post-tests were then subjected to t-tests and ANOVA. This study replicates the findings of de la Fuente (2002), which suggested that negotiated interaction benefited L2 vocabulary comprehension, and provides explanation for the apparent exceptions in the study. Analysis also reveals that a fusion of negotiated interaction and output production had positive effects on both receptive and productive acquisition. This information can be used to develop targeted interventions by incorporating interactive tasks aimed at young ESL learners in everyday classrooms for vocabulary acquisition. Keywords: Input; output; negotiated interaction; vocabulary acquisition; primary ESL learners

Highlights

Despite formal learning of English for eleven consecutive years, Malaysian pupils are unable to attain reasonable communicative competence (Hazita 2016, Precintha, Yong & Melor 2016)
In order to ascertain the significant difference between the Listening Comprehension Task (LCT) test scores of the group with pre-modified input (GPIO) and the group with negotiated input (GINW and group with negotiated input with output production (GINP)), an independent samples t-test was employed to analyze the mean scores obtained by the control and experimental groups
In order to ascertain the significant difference of the Receptive Vocabulary Acquisition Scale (RVKS) test scores from the three groups of different types of negotiation (GPIO, GINW and GINP), a 3x3 mixed design ANOVA was employed to analyze the mean scores obtained by the control and experimental groups

Summary

Introduction

Despite formal learning of English for eleven consecutive years, Malaysian pupils are unable to attain reasonable communicative competence (Hazita 2016, Precintha, Yong & Melor 2016). While delving into the English language learning issues in Malaysian ESL classrooms, the aforementioned reports saw that pupils struggled in understanding and communicating in English with their teachers and their fellow peers who possessed higher level of English proficiency. Potential employers rate undergraduates in Malaysia as unemployable due to their poor performance in communication skills (Rozmel, Zarina & Khaidzir 2018). One of the contributing factors for the unsatisfactory communication skills is the lack of emphasis on communicative language learning activities for ESL learners in schools and universities (Rozmel, Zarina & Khaidzir 2018). Overemphasis on certain aspects of the language such as focusing on the grammatical structures and writing may subconsciously cause teachers to neglect on other areas like listening, speaking and L2 vocabulary development

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