Constraints on negotiation of meaning in EFL classrooms
Pusan 2000: Pursuing Possibilities in ELT, Pusan KoTESOL Conference at Pusan National University, Institute of Language Research and Education, Pusan, S. Korea
Saturday, May 13th, 2000.
Kinki University (Iizuka, Japan)
150 word abstract:
After providing an overview of the terms interlanguage, negotiation, and noticing, the presenter will analyze transcripts of classroom and learner interactions to illustrate the significant differences between EFL and ESL settings which undermine the strength of claims that EFL teachers should strive to create opportunities for negotiation of meaning in order to promote language acquisition. This is not a claim against the value of negotiation itself in EFL settings, nor a recommendation that it be eschewed. However, negotiation cannot be considered sufficient or central in addressing the systematic problems typical of EFL learners. Negotiation runs aground when learners share the same L1 and their shared errors or common slips are simply not recognized as such. When these shared problems do not cause communication breakdowns, negotiation for meaning is not forthcoming. The presenter will provide recommendations as well as cautionary notes for teachers adapting negotiation-driven speaking activities for their EFL classes.
Some of the initial research behind this presentation is put forth in Pellowe's MA thesis (chapters 2 and 3).