research title: the negotiation of meaning in the talking circle in the tertiary esl context...

Research Title:The Negotiation of Meaning in the Talking Circle in the

Tertiary ESL Context

Research Title:The Negotiation of Meaning in the Talking Circle in the

Tertiary ESL Context

Presenter:

Leonora L. Mingo, Ph.D.

Presenter:

Leonora L. Mingo, Ph.D.

KEY CONCEPTSKEY CONCEPTS

• Negotiation of Meaning

• Classroom Interaction

• Language Learning Tasks

• Negotiation of Meaning

• Classroom Interaction

• Language Learning Tasks

KEY CONCEPTSKEY CONCEPTS

• Communication Strategies

• Interpersonal Values

• Group Work

• Communication Strategies

• Interpersonal Values

• Group Work

INTRODUCTIONINTRODUCTION

• The discipline known as Second Language Acquisition (SLA) has gone a long way in terms of identifying what processes an individual has to undergo in acquiring one or more second or foreign languages. - Nunan (2000)

• SLA researchers are interested in both product (i.e., language used by the learners) and process (i.e., the mental process and environmental factors) that influence the acquisition process.

• A growing body of research has been conducted with regard to

- learning processes,

- types of classroom tasks, - kinds of classroom

organizations that appear to facilitate SLA

• A growing body of research has been conducted with regard to

- learning processes,

- types of classroom tasks, - kinds of classroom

organizations that appear to facilitate SLA

• This implies that research in SLA considers the different factors in the classroom and finds out how these factors contribute to second language acquisition.

• In English as a Second Language (ESL) classroom, for example, the major concern of the second language (L2) teachers is how to generate rich and meaningful interactions that will aid SLA.

• The essence of Communicative Language Teaching (CLT) is the engagement of learners in communication in order to allow them to develop their communicative competence.

- Murcia (2006)

• The essence of Communicative Language Teaching (CLT) is the engagement of learners in communication in order to allow them to develop their communicative competence.

- Murcia (2006)

• In recent years, the use of group work in ESL classrooms has become a widespread practice.

• In the Philippine setting, Bautista (1996) and Genuino’s (2000) studies on group work offered a host of research possibilities that learner-learner interaction may offer, one of them is negotiation of meaning.

INTRODUCTIONINTRODUCTION• For more than a decade now,

group work has been widely used by the teachers in Notre Dame of Dadiangas University (NDDU) in General Santos City not only in the ESL classrooms, but also in the classrooms of the other disciplines.

• For more than a decade now, group work has been widely used by the teachers in Notre Dame of Dadiangas University (NDDU) in General Santos City not only in the ESL classrooms, but also in the classrooms of the other disciplines.

• The idea of considering group work as one of the variables in the present study lies in the fact that:

• First, this type of classroom organization is commonly used by L2 teachers in the locale of the study, yet there has not been any empirical study that unravel the dynamics of group work

• Second, there is that inquisitiveness in finding out what processes students undertake when they are asked to accomplish a task.

• Within the goals of this study, it is deemed necessary that at the outset, the use of Talking Circle, a term adopted from Ernst (1994), is established to refer to a group of five students engaged in a language learning task in the classroom.

DEFINITION OF TERMSDEFINITION OF TERMS

1. Negotiation of MeaningThis study looks at negotiation

of meaning beyond incomprehensibility of input.

1. Negotiation of MeaningThis study looks at negotiation

of meaning beyond incomprehensibility of input.

It extends its scope by looking at negotiation of meaning as a collaborative work which second language learners undertake to achieve mutual understanding.

DEFINITION OF TERMSDEFINITION OF TERMS• In this manner, this study takes

note of: the emerging patterns on how

students negotiate how they employ

communication strategies while negotiating

• In this manner, this study takes note of:

the emerging patterns on how students negotiate

how they employ communication strategies while negotiating

what nature of interaction takes place in the Talking Circle

how students’ interpersonal values may shape group interaction

what nature of interaction takes place in the Talking Circle

how students’ interpersonal values may shape group interaction

2. Talking CircleTalking Circle (a.k.a. group

work) pertains to a classroom event composed of five members who are engaged in a language learning task in an ESL classroom.

2. Talking CircleTalking Circle (a.k.a. group

work) pertains to a classroom event composed of five members who are engaged in a language learning task in an ESL classroom.

3. ESL ContextThis pertains to the classroom

context of an English 1 course where the teacher and the students are part of the community.

3. ESL ContextThis pertains to the classroom

context of an English 1 course where the teacher and the students are part of the community.

4. Communication StrategiesThe way communication

strategies are referred to in

this paper is anchored on the idea that they are elements of interaction.

4. Communication StrategiesThe way communication

strategies are referred to in

this paper is anchored on the idea that they are elements of interaction.

Its working definition is taken from Corder (1981) which says that communication strategies are systematic techniques employed by a speaker to express his meaning when faced with some difficulty.

Only those verbal and nonverbal strategies used by the speaker which have direct contribution to negotiation of meaning are taken into consideration.

5. Interpersonal ValuesThey pertain to certain critical

values involving the individual’s relationships to other people or the people’s relationships to him.

5. Interpersonal ValuesThey pertain to certain critical

values involving the individual’s relationships to other people or the people’s relationships to him.

The interpersonal values mentioned in this study were derived from the Survey of Interpersonal Values (SIV), a standardized instrument developed by Leonard V. Gordon, Ph.D. in 1960.

In his instrument, he only highlighted the following interpersonal values which

are:• Support• Conformity

In his instrument, he only highlighted the following interpersonal values which

are:• Support• Conformity

•Recognition

•Independence

•Benevolence

•Leadership

•Recognition

•Independence

•Benevolence

•Leadership

6. Ethnographic ResearchThis is a qualitative research

approach used to examine in depth the negotiation of meaning which involves personally attending, observing, and audio-video taping interactions.

6. Ethnographic ResearchThis is a qualitative research

approach used to examine in depth the negotiation of meaning which involves personally attending, observing, and audio-video taping interactions.

This ethnographic study employs other ways of gathering data i.e., by document analysis, survey of interpersonal values, focus group discussion, journal writing, and the use of playback sessions.

RESEARCH OBJECTIVESRESEARCH OBJECTIVES

1.Describe the emerging pattern on how students negotiate meaning in the Talking Circle

2. Identify the communication strategies students employ as they engage in the negotiation of meaning

3. Find out how the identified interpersonal values may have influenced students’ involvement in the Talking Circle

A SCHEMATIC DIAGRAM SHOWING

THE THEORETICAL FRAMEWORK

THE NEGOTIATIONOF MEANING IN THE TALKING CIRCLE IN THE

TERTIARY ESL

CONTEXT

SECONDLANGUAGE

ACQUISITIONTHEORIES

PRAGMATICSAND

SPEECH ACT THEORY

SOCIOCULTURAL LEARNING THEORY

Monitor Model (Krashen, 1979)

Discourse Model (Hatch, 1978)

Interaction Hypothesis

(Long, 1978)

Linguistic/ Cognitive

InteractiveFocus

(Austin, 1962; Searle, 1969) (Vygotsky, 1978)

THE CONCEPTUAL FRAMEWORK

ETHNOGRAPHIC STUDY

TIATION

MEANING

CONTEXTT

Second Language

Acquisition Theories

Socio-cultural Theory

Pragmatics and Speech Act

Theory

VERBAL STRATEGIES

NONVERBAL STRATEGIES

NEGOTIATIONNEGOTIATIONOFOF

MEANINGMEANING

METHODOLOGYMETHODOLOGY

• Research MethodEthnographic research method

was used in the study.

• Research MethodEthnographic research method

was used in the study.

• In using ethnographic research method the primary concern is to analyze the data as they are, rather than to compare them to other data to see how similar they are. Therefore, generalizability of findings is not the concern of this study. -Van Lier (1988)

• The Participants

The participants of the study were 45 first year Bachelor of Science in Nursing (BSN) students enrolled in the English 1 (Communication Arts and Skills 1) course.

• The Participants

The participants of the study were 45 first year Bachelor of Science in Nursing (BSN) students enrolled in the English 1 (Communication Arts and Skills 1) course.

• The Setting

• The study was conducted in Notre Dame of Dadiangas University, a Marist school in General Santos City.

• The Setting

• The study was conducted in Notre Dame of Dadiangas University, a Marist school in General Santos City.

• As a classroom-based research, the English 1 classroom located in Bro. Henry Ruiz Building, Room

203 served as the setting of the study.

• As a classroom-based research, the English 1 classroom located in Bro. Henry Ruiz Building, Room

203 served as the setting of the study.

• The Talking Circle

A total of nine (9) Talking Circles having five members

in each group was organized.

• The Talking Circle

A total of nine (9) Talking Circles having five members

in each group was organized.

• The Language Learning Tasks

This study had used two-way information gap tasks or the so-called required information gap tasks as well as jigsaw tasks.

• The Language Learning Tasks

This study had used two-way information gap tasks or the so-called required information gap tasks as well as jigsaw tasks.

Data Collection

Phase I (Pre-Classroom Interaction)

Document Analysis

Survey of Interpersonal Values (SIV)

Data Collection

Phase I (Pre-Classroom Interaction)

Document Analysis

Survey of Interpersonal Values (SIV)

Phase II (Actual Classroom

Interaction)

Audio-Video Taping

Students’ Journals

Phase II (Actual Classroom

Interaction)

Audio-Video Taping

Students’ Journals

Phase III (Post Classroom Interaction)

Play back Sessions (PBSs)

Focus Group Discussions (FGDs)

Phase III (Post Classroom Interaction)

Play back Sessions (PBSs)

Focus Group Discussions (FGDs)

• The transcript of the videotaped interaction was the main source of the data. The other sources such as students’ journals, playback session notes, and focus group discussion transcripts were used for triangulation purposes only.

• Micro-level AnalysisThe transcripts were analyzed

by episodes for the negotiation of meaning and communication strategies.

• Micro-level AnalysisThe transcripts were analyzed

by episodes for the negotiation of meaning and communication strategies.

• Macro-level AnalysisSummation of the micro-level

analysis, together with the results on how students’ interpersonal values might have influenced their involvement in the Talking Circle.

• Macro-level AnalysisSummation of the micro-level

analysis, together with the results on how students’ interpersonal values might have influenced their involvement in the Talking Circle.

FINDINGSFINDINGS

1. Emerging Pattern on Meaning Negotiation

The emerging pattern on meaning negotiation is shown

in Figure 1.

1. Emerging Pattern on Meaning Negotiation

The emerging pattern on meaning negotiation is shown

in Figure 1.

narrating/abandonin

g-co-constructin

co-constructin

g-agreeing/disagreein

asking for clarification-clarifying

inquiring-answering

asking for confirmatio

n-confirming

reiterating info - expressing

comprehension (Meaning

Negotiated)concluding/co-constructing-

agreeing(Meaning

Negotiated)

FINDINGSFINDINGS

The recurrent adjacency pairs in the 90 episodes showed that clarification requests and confirmation checks were frequent, agreeing with Long (1983) and Scarcella and Higa’s (1981) claims on learner-learner interaction.

FINDINGSFINDINGS

In some cases, allocating a turn to the next speaker or introducing the next item/phrase/picture to be negotiated signaled that mutual understanding was reached between the speaker and the interlocutors.

FINDINGSFINDINGS

During the negotiation process, the following occurred:

-To make input comprehensible to the interlocutors, it was evident that speakers made language modifications.

During the negotiation process, the following occurred:

-To make input comprehensible to the interlocutors, it was evident that speakers made language modifications.

FINDINGSFINDINGS

- When a certain item was not available in the speakers’ interlanguage, they tried to admit their inadequacy but worked hard to put the message across to keep the communication line open.

FINDINGSFINDINGS

-When the speakers felt uncertain of their ideas, they tended to conform to the ideas of the interlocutors, a manifestation of the influence of a student’s interpersonal value.

FINDINGSFINDINGS

-When faced with language difficulty, the speaker opted the easiest way out of the difficulty, i.e., to give out the correct answer or information.

FINDINGSFINDINGS

Speech acts under the categories of representatives, directives, and expressives were predominantly used.

FINDINGSFINDINGS

Instances of metacognition occurred, i.e., when students talked about the procedures of the task or expressed their emotional reactions to the task.

FINDINGSFINDINGS

2. Communication StrategiesThe verbal strategies

commonly used by the speakers were ranked as follows:

2. Communication StrategiesThe verbal strategies

commonly used by the speakers were ranked as follows:

FINDINGSFINDINGS

(1) message abandonment

(2) code-switching

(3) filled pauses

(4) self-repair

(1) message abandonment

(2) code-switching

(3) filled pauses

(4) self-repair

FINDINGSFINDINGS

(5) repetition of words within

the utterance

(6) association and direct

appeal for help;

(5) repetition of words within

the utterance

(6) association and direct

appeal for help;

FINDINGSFINDINGS

(7) circumlocution

(8) giving out the correct item

or phrase

(9) indirect appeal for help

(10) unfilled pauses and other-

repair.

(7) circumlocution

(8) giving out the correct item

or phrase

(9) indirect appeal for help

(10) unfilled pauses and other-

repair.

FINDINGSFINDINGS

The nonverbal strategies frequently used by the speakers in both task types were ranked as follows:

(1) gestures;

The nonverbal strategies frequently used by the speakers in both task types were ranked as follows:

(1) gestures;

FINDINGSFINDINGS

(2) nodding one’s head

(3) shaking one’s head

(4) eye contact

(2) nodding one’s head

(3) shaking one’s head

(4) eye contact

FINDINGSFINDINGS

The frequent use of message abandonment as a communication strategy allowed interlocutors to provide scaffolds leading to meaning negotiation.

FINDINGSFINDINGS

The use of code-switching (i.e., from English language to Cebuano, Ilonggo, or Filipino language) enabled speakers to compensate for an unavailable item in the target language to convey the message and to carry on a conversation.

FINDINGSFINDINGS

3. Interpersonal Values Influencing the Interaction in

the Talking CircleThe male members’ high value,

support, tended to influence their involvement in the Talking Circle.

3. Interpersonal Values Influencing the Interaction in

the Talking CircleThe male members’ high value,

support, tended to influence their involvement in the Talking Circle.

FINDINGSFINDINGS

This is manifested by giving and sharing ideas, confirming one’s ideas, reminding the group of what to do, cooperating and participating

to finish the activity fast.

This is manifested by giving and sharing ideas, confirming one’s ideas, reminding the group of what to do, cooperating and participating

to finish the activity fast.

FINDINGSFINDINGS

The low value, leadership, might have influenced the male members’ involvement in the Talking Circle since nobody from the male members wanted to lead the group.

FINDINGSFINDINGS

The female members’ high values, conformity and

support, were likely to

influence their involvement in the Talking Circle.

The female members’ high values, conformity and

support, were likely to

influence their involvement in the Talking Circle.

FINDINGSFINDINGS

Several occasions showed during interaction where female members conformed to the group mates’ ideas.

FINDINGSFINDINGS

Female members’ support was not only confined to assisting each other to finish the task, but also to reminding the group of their schedules on playback sessions and focus group discussions.

FINDINGSFINDINGS

The female members’ low value (leadership) tended also to shape the group’s interaction as manifested by their anxieties to lead, lack of leadership skills, and distressing experiences on leadership.

CONCLUSIONSCONCLUSIONS

1. Most of the episodes generate a pattern of asking for clarification-clarifying, asking for confirmation-confirming, inquiring-answering, guessing-rejecting/agreeing, co-constructing-agreeing/disagreeing, and giving the correct phrase-confirming.

2. In the negotiation of meaning, students experience comprehensible input and undergo interactional modifications to produce comprehensible output.

3. L2 learners resort to communication strategies like message abandonment, code-switching, filled pauses, self-repair, etc. in order to finish an utterance as they grappled for words in their interlanguage.

4.The ‘unobservable’ aspect (i.e., the interpersonal values such as support, conformity, and leadership) students may bring with them as they participate in group work seems vital in shaping the interaction.

5. A picture emerges of L2 learners conforming to others’ ideas and supporting one another not only during small group interaction in the classroom but also even outside classroom activities.

6. The use of other data gathering techniques such as students’ journals, play back session notes, and focus group discussion transcripts provides information crucial to understanding Filipino second language learners.

RECOMMENDATIONSRECOMMENDATIONS

1. The role of task is very significant in meaning negotiation. Therefore, ESL teachers should design language learning tasks which can elicit negotiation of meaning for the students to experience interactional modification, essential for second language acquisition.

2. Since L2 learners are communication strategy users, students should be taught on how to cope with communication failures. Teachability of communication strategies is encouraged and should receive support from ESL teachers.

3. Students should also be taught socioaffective strategies on how to request for clarification, ask for repetitions, slow down, and explain.

5. For future researchers, the following are suggested:

-To explore other variables like gender and L1 background to find out their effects in the negotiation of meaning

5. For future researchers, the following are suggested:

-To explore other variables like gender and L1 background to find out their effects in the negotiation of meaning

-To conduct more research in L2 classroom using ethnographic research method to give an accurate picture of what it is like

to learn in an ESL context

-To conduct more research in L2 classroom using ethnographic research method to give an accurate picture of what it is like

to learn in an ESL context

A Model of Negotiation

of Meaning in the ESL Context

A Model of Negotiation

of Meaning in the ESL Context

LANGUAGE LEARNING TASKS

TRIGGER

SupportConformityLeadership

COMMUNICATIONSTRATEGIES

Verbal:Message abandonment

Code-switchingFillers

Self-repairRepetition of words within the utterance

AssociationAppeal for help (direct/indirect)

CircumlocutionGiving out of the correct item/phrase

Other repairAccentuation

ApproximationComprehension

ConfirmationOutright admission of not knowing

SubstitutionNon-verbal:

GesturesNodding of headShaking of head

Eye contact

RECURRENTADJACENCY PAIRS

Asking for clarification – making a clarificationAsking for confirmation – confirming

Co-constructing – agreeingCo-constructing – disagreeingAbandoning – co-constructing

Inquiring – answeringGuessing – rejectingGuessing – agreeing

Giving the correct item/phrase/sentence – confirming

INFLUENCE

PROCESS

NEGOTIATED MEANING

OUTPUT

INTERPERSONAL VALUES

REFERENCESREFERENCES

• Allwright, D. & K. Bailey. (1991). Focus on the language classroom: An introduction to research for language teachers. Cambridge: Cambridge University Press.

• Anton, M. (1999). The discourse of a learner-centered classroom: sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, Vol. 83, Nos. 3-4: 303- 318.

• Bautista, M.L. (1996). Pair work and group work in English for specific purposes. In Castillo, E. (Ed.). Alay sa wika: essays in honor of Fe T. Otanes on her 67th birthday (195-212). Manila: The Linguistics Society of the Philippines.

• Allwright, D. & K. Bailey. (1991). Focus on the language classroom: An introduction to research for language teachers. Cambridge: Cambridge University Press.

• Anton, M. (1999). The discourse of a learner-centered classroom: sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, Vol. 83, Nos. 3-4: 303- 318.

• Bautista, M.L. (1996). Pair work and group work in English for specific purposes. In Castillo, E. (Ed.). Alay sa wika: essays in honor of Fe T. Otanes on her 67th birthday (195-212). Manila: The Linguistics Society of the Philippines.

• Chappel, P. (2005). Exploring the nature of small group interaction of Thai adult learners in the English language - learning classroom. Retrieved June 7, 2007, from http://homepage.mac.com/philchappell/Home/page9/page9.html

• Cook, G. (1989). Discourse. Oxford: Oxford University Press.

• Genuino, C. (2000). Communication opportunities in the tertiary second language classrooms: An analysis. MA Thesis. PNU, Manila.

• Chappel, P. (2005). Exploring the nature of small group interaction of Thai adult learners in the English language - learning classroom. Retrieved June 7, 2007, from http://homepage.mac.com/philchappell/Home/page9/page9.html

• Cook, G. (1989). Discourse. Oxford: Oxford University Press.

• Genuino, C. (2000). Communication opportunities in the tertiary second language classrooms: An analysis. MA Thesis. PNU, Manila.

• Gordon, L.V. (1960). SRA manual for survey of interpersonal values. Chicago, Illinois: Science Research Associates, Inc.

• Hatch, E. (1978). Second language acquisition. USA: Newbury House Publishers, Inc.

• Kinginger, C. (1994). Learner initiative in conversation management: An

application of van Lier’s pilot coding scheme. The Modern Language Journal,. Vol. 78. Nos. 1- 12.

• Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.

• Gordon, L.V. (1960). SRA manual for survey of interpersonal values. Chicago, Illinois: Science Research Associates, Inc.

• Hatch, E. (1978). Second language acquisition. USA: Newbury House Publishers, Inc.

• Kinginger, C. (1994). Learner initiative in conversation management: An

application of van Lier’s pilot coding scheme. The Modern Language Journal,. Vol. 78. Nos. 1- 12.

• Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.

• Krashen, S. D. (1988). Second language acquisition and second language learning. UK: Prentice Hall International.

• Long, M.H. (1983). Linguistic and conversational adjustments

to nonnative speakers. Studies in Second Language Acquisition,. Vol.5, Nos. 177 – 193.

• Long, M. H. (1983). Native speaker/nonnative speaker conversation and the negotiation of comprehensible input. Applied Linguistics,. Vol. 4 No. 2.

• Krashen, S. D. (1988). Second language acquisition and second language learning. UK: Prentice Hall International.

• Long, M.H. (1983). Linguistic and conversational adjustments

to nonnative speakers. Studies in Second Language Acquisition,. Vol.5, Nos. 177 – 193.

• Long, M. H. (1983). Native speaker/nonnative speaker conversation and the negotiation of comprehensible input. Applied Linguistics,. Vol. 4 No. 2.

• Long, M.H. (1997). Group work in the teaching and learning of English as a foreign language - problems and potential. English Language Teaching Journal, Vol. 31, No. 4:285-292.

• Long, M. & P. Porter. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, Vol. 19, No.2: 207-227.

• Mehan, H. (1986). Ethnography of Bilingual Education. In Trueba, H. et al. (Eds.). Culture and the bilingual classroom: Studies in classroom ethnography. Mass.: Newbury House Publishers, Inc.

• Long, M.H. (1997). Group work in the teaching and learning of English as a foreign language - problems and potential. English Language Teaching Journal, Vol. 31, No. 4:285-292.

• Long, M. & P. Porter. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, Vol. 19, No.2: 207-227.

• Mehan, H. (1986). Ethnography of Bilingual Education. In Trueba, H. et al. (Eds.). Culture and the bilingual classroom: Studies in classroom ethnography. Mass.: Newbury House Publishers, Inc.

• Murcia, M. (2006). Teaching English as a foreign or second language 3rd ed. Singapore: Heinle & Heinle.

• Nakahama, Y. et al. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, Vol.35, No.3:377-405.

• Naughton, D. (2006). Cooperative strategy training and oral interaction: Enhancing small group communication in language classroom. The Modern Language Journal, Vol. 90, Nos. 1-2.

• Murcia, M. (2006). Teaching English as a foreign or second language 3rd ed. Singapore: Heinle & Heinle.

• Nakahama, Y. et al. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, Vol.35, No.3:377-405.

• Naughton, D. (2006). Cooperative strategy training and oral interaction: Enhancing small group communication in language classroom. The Modern Language Journal, Vol. 90, Nos. 1-2.

• Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.

• Nunan, D. (1990). Second language classroom research.

ERIC Digest Retrieved August 6, 2007, from http://ericae.net/edo/ED321550.htm

• Nunan, D. (2000). Second language acquisition. In Carter, R. & D. Nunan (eds.). The Cambridge guide to teaching English to speakers of other languages. (87-92). Cambridge: Cambridge University Press.

• Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.

• Nunan, D. (1990). Second language classroom research.

ERIC Digest Retrieved August 6, 2007, from http://ericae.net/edo/ED321550.htm

• Nunan, D. (2000). Second language acquisition. In Carter, R. & D. Nunan (eds.). The Cambridge guide to teaching English to speakers of other languages. (87-92). Cambridge: Cambridge University Press.

• Nunan, D. (1989). Understanding language classroom. USA: Prentice-Hall.

• Pica, T. et al. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, Vol.11: 63-90.

• Scarcella, R. & C. Higa (1981). Input, negotiation, and age differences in second language acquisition. Language Learning. Vol. 31, Issue 2: 409-434.

• Nunan, D. (1989). Understanding language classroom. USA: Prentice-Hall.

• Pica, T. et al. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, Vol.11: 63-90.

• Scarcella, R. & C. Higa (1981). Input, negotiation, and age differences in second language acquisition. Language Learning. Vol. 31, Issue 2: 409-434.

• Schmidt, R. & J. Richards. (1980). Speech acts and second language learning. Applied Linguistics. Vol. 1, No. 2:129-157.

• • Tsui, A. (2000). Classroom Interaction. In Carter, R. & D.

Nunan (Eds.). The Cambridge guide to teaching English to speakers of other languages. (120 – 125). Cambridge: Cambridge University Press.

• • Tsui, A. (1998). The “Unobservable” in classroom interaction.

Retrieved June 15, 2007, from http://www.jaltpublication.org/tlt/files/98/jul/tsui.html

• Schmidt, R. & J. Richards. (1980). Speech acts and second language learning. Applied Linguistics. Vol. 1, No. 2:129-157.

• • Tsui, A. (2000). Classroom Interaction. In Carter, R. & D.

Nunan (Eds.). The Cambridge guide to teaching English to speakers of other languages. (120 – 125). Cambridge: Cambridge University Press.

• • Tsui, A. (1998). The “Unobservable” in classroom interaction.

Retrieved June 15, 2007, from http://www.jaltpublication.org/tlt/files/98/jul/tsui.html

• Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. MA: Harvard University Press.

Thank you and God bless

to everyone!

Thank you and God bless

to everyone!

research title: the negotiation of meaning in the talking circle in the tertiary esl context...

sla slide

group interaction slide

language esl classroom

dynamics of group work

classroom context

classroom event

negotiation of meaning

language learners

Documents

interviewee: jerry mingo interviewer: jake mcdowell...

iroquois, mingo, and wyandot

from leonora to modern surrealism

urban studies final paper, leonora grcheva, mahs

by: leonora spyros

ligne resort mingo grand hotel collection - literie …

week 3.ppt fotos leonora

leonora carrington

obra de leonora carrington

shire of leonora

ninja lci - patent pending - mingo manufacturing

mingo valley patrol division · mingo valley patrol...

soil survey of logan and mingo counties, west virginia ·...

mingo marketplace class a box space€¦ · mingo...

human design by leonora bentley

farrar/mingo methodist church connection

leonora car ring ton - edward james

“continental air”: performing identity in “leonora,...

mingo...

prime mingo showroom/warehouse space for lease · 2018. 10....