Identifying Negotiation for Meaning Strategies Among Low Proficient Learners

DOI

10.2991/assehr.k.210427.073How to use a DOI?

Keywords

Communicative tasks, low proficient learners, negotiation for meaning, peer interaction

Abstract

Drawing on Long’s (1985, 1996) cognitive and Vygotsky’s (1978) sociocultural theory, this study used peer interaction to identify conversational interaction strategies that low proficient learners employ when completing communicative tasks. This study was conducted to document negotiation for meaning strategies when low proficient learners who study in a private EMI university were completing communicating tasks. The results of this study explained that the learners preferred to use confirmation checks and clarification requests to negotiate for meaning, where these findings were not much different from previous studies. However, this present study is expected to provide insights to language teachers on how these tasks can provide opportunities for low proficient learners to practice and develop their oral skills with the assistance of their peers.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Risa Fitria
PY  - 2021
DA  - 2021/04/28
TI  - Identifying Negotiation for Meaning Strategies Among Low Proficient Learners
BT  - Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)
PB  - Atlantis Press
SP  - 479
EP  - 485
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210427.073
DO  - 10.2991/assehr.k.210427.073
ID  - Fitria2021
ER  -