Abstract
This study examines how negotiation of meaning contributes to second language interaction. The discussion in this study is based on Michael H. Long’s 1996 Interaction Hypothesis suggesting that environment contributes to the development of second language acquisition. Long proposes that environmental contributions to acquisition are mediated by selective attention and the learner’s processing capacity during negotiation for meaning. To support this belief, recent empirical studies are also presented in this article. Three negotiation for meaning strategies are discussed in this study to mirror and provide evidence for Long’s proposal, including several excerpts from conversations collected from daily natural conversations and other recorded sources. The strategies include (1) clarification requests, (2) confirmation checks, and (3) comprehension checks. The study has been able to prove that learner’s L2 acquisition takes advantage of environmental contributions mediated by selective attention and the learner’s developing L2 processing capacity brought together during negotiation of meaning.
Highlights
Within the last decades, different studies in second language acquisition have explored different issues pertaining to how different languages are learned and used as a medium of communication
It is believed that such help occurs when they ask for clarification from the speaker to clarify the meaning of a message being articulated
The explorations for this study have demonstrated various interconnections between aspects of L2 interaction through negotiation of meaning and L2 acquisition
Summary
Different studies in second language acquisition have explored different issues pertaining to how different languages are learned and used as a medium of communication. The Role of Negotiation of Meaning in L2 Interactions: An Analysis from the Perspective of Long’s Interaction Hypothesis | 97 language is primarily dependent on the objective of communication and the message being articulated. This paper will discuss different negotiation of meaning strategies commonly used by second language learners in their interactions. A brief discussion of empirical data about interaction among L2 learners is discussed to give us a richer understanding about how L2 interaction generally takes place between L2 learners and between L2 learners and native speakers. The empirical data presented in this paper is mainly the representation of many previous research studies already conducted on this topic
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