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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading Phonekeo, Say. - : Victoria University of Wellington, 2020 BASE Show details 2 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 3 Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study Tran, Thao. - : Victoria University of Wellington, 2020 BASE Show details 4 The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam Bui, Trang. - : Victoria University of Wellington, 2019 BASE Show details 5 Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study Nguyen, Loc Tan. - : Victoria University of Wellington, 2019 BASE Show details 6 Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension Nguyễn, Chí Đức. - : Victoria University of Wellington, 2017 BASE Show details 7 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 BASE Show details 8 In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia Siregar, Fenty Lidya. - : Victoria University of Wellington, 2016 BASE Show details 9 Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan Reid, Robin David. - : Victoria University of Wellington, 2015 BASE Show details 10 The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes Manning, Shaun Justin. - : Victoria University of Wellington, 2014 BASE Show details 11 Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks Nguyen, Thi Bao Trang. - : Victoria University of Wellington, 2013 BASE Show details 12 Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students Wai-Cook, Misty So-Sum. - : Victoria University of Wellington, 2012 BASE Show details 13 An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam Ho, Si Thang Kiet. - : Victoria University of Wellington, 2011 BASE Show details 14 Applying linguistic research to real world problems: the social meaning of talk in workplace interaction Holmes, J.; Joe, Angela; Marra, Meredith. - : De Gruyter Mouton, 2011 BASE Show details 15 The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development Truong, Hong Hue Minh. - : Victoria University of Wellington, 2010 BASE Show details 16 Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication Nik Mohd Alwi, Nik Aloesnita bt.. - : Victoria University of Wellington, 2010 BASE Show details 17 Interactions during teacher-fronted class time of English classes in a Chinese university Xie, Xiaoyan. - : Victoria University of Wellington, 2008 BASE Show details 18 Task-Based Interaction Among Adult Learners of English and Its Role in Second Language Development Newton, Jonathan Mark. - : Victoria University of Wellington, 1993 Abstract: The role of classroom interaction in second language acquisition (SLA) has been the subject of extensive research in recent years. The purpose of this study was to investigate the claimed superiority of communication tasks involving required information exchange (split information tasks) over tasks involving optional information exchange (shared information tasks) on the basis of how much negotiation of meaning learners produce when performing each type of task. The study also sought to analyze qualitative aspects of negotiation and to assess the theoretical claims made for negotiation in the light of the analysis. Subjects for the study included eight adult students from an English proficiency course who were assigned to two groups each containing four subjects. Over a period of six days the groups performed four communication usks of which two were split information tasks and two were shared information tasks. Full transcriptions of the task performances provided data for the study. Results confirmed that significantly more negotiation and repetition occurred in split information tasks. There was a small movement towards more even distribution of negotiation among interlocutors in split information tasks although the consistency of the differential contributions of specific interlocutors was noticeable across both types of task. The qualitative analysis distinguished six main types of negotiating questions in the data, some of which were shown to be more effective than others in generating comprehensible modifications to input or in extending the language output of the subjects. ln addition, negotiating questions dealt with five broad dimensions of meaning: the form of the message, grammatical and lexical meaning, content, opinions, and procedures. Of these five dimensions, only the first and second sometimes involved new or unfamiliar linguistic features in the input, thus fulfilling a requirement of the interaction hypothesis suggested by Ellis (1991). Significant post-test gains in the subjecrs' knowledge of vocabulary embedded in the tasks suggested that the negotiation of lexical meaning results in measurable learning of new words. Overall however, negotiation dealt more with non-target language features of output than with unfamiliar input and it was this which provided the more promising interactional route to language development. An investigation of other features of interaction revealed no significant difference in the amount of talk produced in split and shared information tasks. Talk was more evenly distributed among interlocutors in the split information tasks although inequalities persisted, with panicular interlocutors dominating interaction across all tasks. In the shared information tasks, turns and utterances were significantly longer, and conjunctions were used more frequently. Prepositions on the other hand were used more frequently in the split information tasks. These results suggest that the greater need to express links between propositions in the shared tasks results in discourse of grearer synracric complexiry. While the study supported the claim that split information tasks produced more negotiation than shared information tasks, a qualitative analysis of the negotiation, and of other aspects of interaction, suggested that more negotiation does not necessarily provide superior conditions for language development Keyword: Communicative action; Language and languages; Qualitative analysis; Second language acquisition URL: http://hdl.handle.net/10063/1201 BASE Hide details

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