Facilitating Negotiated
Interaction
Happy Valentine’s Day!!!
Lauren, Sarah, Erich, and Alison
Source: Kumaravadivelu, B. “Facilitating Negotiated
Interaction.” Beyond methods: macrostrategies
for language teaching. 2003.
Interaction
• Conversation and meaningful interaction are
considered necessary for language acquisition
• Interaction = more input
• Three macrofunctions of language:
– Textual
– Interpersonal
– Ideational
Reflect…
• Think of your study abroad
experience when you were the
one who needed help
understanding and
speaking….what did people do to
help you? What did you find
most helpful? What did not
help?
Textual Interaction
• Interaction as a Textual Activity: use of
linguistic and metalinguistic features of
language necessary for understanding input
• Foreigner talk vs. Teacher talk
Comprehensible Input
• Krashen’s “i + 1” theory
• Increase comprehensibility by…
– Using repetitons
– Use simple conversations…teacher talk
– Use situational role play to create dialogue
– Can you think of anything else?
Reflect
• “Do you agree with Krashen that teachers can
give the best possible language lesson just by
talking?” Why or why not? (Kumaravadivelu)
Limitations of Interaction as a Textual
Activity
• What limitations can you think of?
– Very little exchange of information…not really
interactional
– Little active participation from the learner
Interaction as an Interpersonal Activity
• The use of language to promote
communication between participants
• Involves sociolinguistic features required to
establish roles, relationships and
responsibilities
• No longer just about the language
Long’s Interaction Hypothesis
• Oral interaction necessary to negotiate
communication problems promotes L2
comprehension and production
• What ways can you think of to negotiate
meaning?
– Clarification requests
– Repetition
– Comprehension checks
Episode 5.1
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NS: Well what do you think about, um, mothers, um, have their baby and theyNNS: uh-huh
NS: - leave them in garbage cans.
NNS: huh? What do you sNS: They have…they have their baby?
NNS: my mom?
NS: No, no. (laughs). Not your (laughs) m– mothers.
NNS: uh-huh– mothers—uh-huh.
NS: They have their baby?
NNS: Uh-huh.
NS: And then—they leave it in garbage cans.
NNS: Garbage?
NS: Garbage cans. Like big garbage cans. Outside of business--.
NNS: Uh-huh.
NNS: ahh…
NS: You know what I mean?
NNS: No, I don’t know. I’d—I understand garbage…..
• “Learners who were exposed to linguistically unmodified
input with opportunities to negotiate meaning
understood it better than learners who were exposed to
a linguistically simplified version of the input but offered
no opportunity for such negotiation” (Kumaravadivelu).
• “The communicative and cognitive effort required to
negotiate meaning can bring any problematic linguistic
features to the learner’s immediate attention- features
that might otherwise go unnoticed by the learner”
(Kumaravadivelu).
• What limitations can you think of?
Interaction as an Ideational Activity
• An expression of the participants’ of the
processes, persons, objects, and events of the
real or imaginary world in, around, and
outside the learning and teaching context.
• Draws students’ experiences
Vygotsky’s Zone of Proximal
Development (ZPD)
• Distance between actual level of L2
development and the potential development
• Compare ZPD to Krashen’s i + 1 theory
Potential Level
Actual Level of Development
Conclusions
• These three are all connected
– “Together, these three dimensions provide
opportunities for teachers to create a conducive
atmosphere in which learners can stretch their
linguistic repertoire, sharpen their conversational
capacities, and share their individual experiences”
(Kumaravadivelu).
– More than just conversational adjustments. Must
include creation of opportunities for learners to share
their perspectives on what matters to them!
Now…get into these groups!
• Lauren’s Group: Laura, Amy, Caitlin, Aubrey, Alex
• Erich’s Group: Erika, Jessica, Linda, Katie H., Lizzie
• Sarah’s Group: Lisa, Jade, Kerry, Melissa, Lindsay
• Alison’s Group: Katie L., Julia, Stefanie, Whitney
• (15 minutes for this station)
Groups for Learning Centers
Group 1- start with Erich
Laura, Erika, Lisa, Katie L., Amy, Jessica, Jade
Group 2- start with Lauren
Julia, Caitlin, Linda, Kerry, Stefanie, Aubrey
Group 3- Start with Sarah
Alex, Lizzie, Whitney, Lindsay, Katie H., Melissa
(15 minutes per station)