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Negotiated interaction in the L2 classroom

Eckerth, Johannes·2009·Language Teaching
DOI 10.1017/s0261444808005442
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Abstract

The present paper reports on an approximate replication of Foster's (1998) study on the negotiation of meaning. Foster investigated the interactional adjustments produced by L2 English learners working on different types of language learning tasks in a classroom setting. The replication study duplicates the methods of data collection and data analysis of the original study, but alters the target language (L2 German) and adds a stimulated recall methodology. The results of the replication study partially confirm Foster's results, and introduce some further differentiated findings. It is concluded that the original study's concern with the transferability of laboratory findings to classroom settings should be investigated in greater detail.

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Metadata

Authors
Eckerth, J.
Venue
Language Teaching
Publisher
Cambridge University Press (CUP)
Published
2009-01
Volume
42
Issue
1
Pages
109-130
ISSN
  • 0261-4448
  • 1475-3049
DOI
10.1017/s0261444808005442
Cited by
39
References
10
Language
en
Licence
www.cambridge.org/core/terms (unspecified)

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