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Video‐Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study

Saito, K; Akiyama, Y; (2017) Video‐Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study. Language Learning , 67 (1) pp. 43-74. 10.1111/lang.12184. Green open access

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Abstract

This study examined the impact of video‐based conversational interaction on the longitudinal development (one academic semester) of second language production by college‐level Japanese English‐as‐a‐foreign‐language learners. Students in the experimental group engaged in weekly dyadic conversation exchanges with native speakers in the United States via telecommunication tools. The native speaker interlocutors were trained to provide interactional feedback (recasts) when the nonnative speakers’ utterances hindered successful understanding (i.e., negotiation for comprehensibility). The students in the comparison group received regular foreign language instruction without any interaction with native speakers. The coded video data showed that the experimental students worked on improving all linguistic domains of language, likely in response to their native speaker interlocutors’ interactional feedback (recasts, negotiation) during the treatment. The pretest–posttest data of the students’ spontaneous production showed that they made significant gains in the dimensions of comprehensibility, fluency, and lexicogrammar but not in those of accentedness and pronunciation.

Type: Article
Title: Video‐Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/lang.12184
Publisher version: https://doi.org/10.1111/lang.12184
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: interaction, second language speech, listening, pronunciation, fluency, vocabulary, grammar
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10066037
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