Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings

Research on child English as a second language (ESL) learners has shown the benefits of task-based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language set...

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Detalles Bibliográficos
Autores: Azcaray Garay, Agurtzane, Imaz Aguirre, Ainara
Tipo de recurso: artículo
Fecha de publicación:2016
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/64412
Acceso en línea:http://hdl.handle.net/10810/64412
Access Level:acceso abierto
Palabra clave:NoM
CLIL
child EFL learners
task-based interaction
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spelling Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL SettingsAzcaray Garay, AgurtzaneImaz Aguirre, AinaraNoMCLILchild EFL learnerstask-based interactionResearch on child English as a second language (ESL) learners has shown the benefits of task-based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning (CLIL). The present study focuses on mainstream and CLIL English as a foreign language (EFL) learners’ oral interaction while they completed a guessing game and a picture placement task. The researchers analysed the oral production of seventy-two 9-to 12-year-old children (in age- and proficiency-matched dyads) to examine the conversational strategies that were employed in both tasks. Findings indicated that younger learners negotiated for meaning more, and mainstream learners resorted to more conversational strategies than CLIL learners. Furthermore, task-based differences in the NoM strategies seemed to depend on age and instructional setting. The results seem to indicate that age, instructional setting, and the tasks in which these EFL learners were engaged had an impact on the NoM strategies they employed in task-based interaction.Ministerio de Economía y Competitividad (MINECO–FFI 2012-32212), Gobierno Vasco (Language and Speech–IT-311-10; beca posdoctoral de la primera autora POS_2013_1_98), Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), (UFI11/06; beca predoctoral de la segunda autora PIFUPV011/2011).Wiley202420242016info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/64412reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MINECO/FFI 2012-32212/https://doi.org/10.1002/tesq.249info:eu-repo/semantics/openAccess© 2015 TESOL International Associationoai:addi.ehu.eus:10810/644122026-06-18T09:23:17Z
dc.title.none.fl_str_mv Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
title Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
spellingShingle Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Azcaray Garay, Agurtzane
NoM
CLIL
child EFL learners
task-based interaction
title_short Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
title_full Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
title_fullStr Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
title_full_unstemmed Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
title_sort Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
dc.creator.none.fl_str_mv Azcaray Garay, Agurtzane
Imaz Aguirre, Ainara
author Azcaray Garay, Agurtzane
author_facet Azcaray Garay, Agurtzane
Imaz Aguirre, Ainara
author_role author
author2 Imaz Aguirre, Ainara
author2_role author
dc.subject.none.fl_str_mv NoM
CLIL
child EFL learners
task-based interaction
topic NoM
CLIL
child EFL learners
task-based interaction
description Research on child English as a second language (ESL) learners has shown the benefits of task-based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning (CLIL). The present study focuses on mainstream and CLIL English as a foreign language (EFL) learners’ oral interaction while they completed a guessing game and a picture placement task. The researchers analysed the oral production of seventy-two 9-to 12-year-old children (in age- and proficiency-matched dyads) to examine the conversational strategies that were employed in both tasks. Findings indicated that younger learners negotiated for meaning more, and mainstream learners resorted to more conversational strategies than CLIL learners. Furthermore, task-based differences in the NoM strategies seemed to depend on age and instructional setting. The results seem to indicate that age, instructional setting, and the tasks in which these EFL learners were engaged had an impact on the NoM strategies they employed in task-based interaction.
publishDate 2016
dc.date.none.fl_str_mv 2016
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/64412
url http://hdl.handle.net/10810/64412
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO/FFI 2012-32212/
https://doi.org/10.1002/tesq.249
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
© 2015 TESOL International Association
eu_rights_str_mv openAccess
rights_invalid_str_mv © 2015 TESOL International Association
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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