The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners
The roles of input and output in interaction have always been seen as an entirety in the language-learning domain. Driven by three distinctive frameworks, earlier works suggested that the Interaction Hypothesis facilitates the Input Hypothesis and the Output Hypothesis in language development. Thi...
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Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/13982/1/31319-104034-1-PB.pdf http://journalarticle.ukm.my/13982/ http://ejournals.ukm.my/3l/issue/view/1196 |
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| author | Chin, Mellisa Lee Lee Karunakaran Krishnamoorthy, Yap, Jia Rong |
| author_facet | Chin, Mellisa Lee Lee Karunakaran Krishnamoorthy, Yap, Jia Rong |
| author_sort | Chin, Mellisa Lee Lee |
| building | Tun Sri Lanang Library |
| collection | Institutional Repository |
| content_provider | Universiti Kebangsaan Malaysia |
| content_source | UKM Journal Article Repository |
| continent | Asia |
| country | Malaysia |
| description | The roles of input and output in interaction have always been seen as an entirety in the language-learning
domain. Driven by three distinctive frameworks, earlier works suggested that the Interaction Hypothesis
facilitates the Input Hypothesis and the Output Hypothesis in language development. This experimental study
was designed to investigate the effects of pre-modified input, negotiated interaction and output in second
language (L2) vocabulary comprehension and acquisition. A sample of 45 primary school ESL learners in
Malaysia with similar first language (L1) background was divided into three groups (GPIO–premodified input,
GINW–negotiated input without output, GINP–negotiated input with output). Each group learned the target
vocabulary items with pictures through different approaches based on the corresponding independent variables.
Data from the pre-test and three post-tests were then subjected to t-tests and ANOVA. This study replicates the
findings of de la Fuente (2002), which suggested that negotiated interaction benefited L2 vocabulary
comprehension, and provides explanation for the apparent exceptions in the study. Analysis also reveals that a
fusion of negotiated interaction and output production had positive effects on both receptive and productive
acquisition. This information can be used to develop targeted interventions by incorporating interactive tasks
aimed at young ESL learners in everyday classrooms for vocabulary acquisition. |
| format | Article |
| id | my-ukm.journal.13982 |
| institution | Universiti Kebangsaan Malaysia |
| language | en |
| publishDate | 2019 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | eprints |
| spelling | my-ukm.journal.139822020-01-23T23:37:53Z http://journalarticle.ukm.my/13982/ The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners Chin, Mellisa Lee Lee Karunakaran Krishnamoorthy, Yap, Jia Rong The roles of input and output in interaction have always been seen as an entirety in the language-learning domain. Driven by three distinctive frameworks, earlier works suggested that the Interaction Hypothesis facilitates the Input Hypothesis and the Output Hypothesis in language development. This experimental study was designed to investigate the effects of pre-modified input, negotiated interaction and output in second language (L2) vocabulary comprehension and acquisition. A sample of 45 primary school ESL learners in Malaysia with similar first language (L1) background was divided into three groups (GPIO–premodified input, GINW–negotiated input without output, GINP–negotiated input with output). Each group learned the target vocabulary items with pictures through different approaches based on the corresponding independent variables. Data from the pre-test and three post-tests were then subjected to t-tests and ANOVA. This study replicates the findings of de la Fuente (2002), which suggested that negotiated interaction benefited L2 vocabulary comprehension, and provides explanation for the apparent exceptions in the study. Analysis also reveals that a fusion of negotiated interaction and output production had positive effects on both receptive and productive acquisition. This information can be used to develop targeted interventions by incorporating interactive tasks aimed at young ESL learners in everyday classrooms for vocabulary acquisition. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/13982/1/31319-104034-1-PB.pdf Chin, Mellisa Lee Lee and Karunakaran Krishnamoorthy, and Yap, Jia Rong (2019) The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 25 (2). pp. 1-21. ISSN 0128-5157 http://ejournals.ukm.my/3l/issue/view/1196 |
| spellingShingle | Chin, Mellisa Lee Lee Karunakaran Krishnamoorthy, Yap, Jia Rong The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners |
| title | The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners |
| title_full | The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners |
| title_fullStr | The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners |
| title_full_unstemmed | The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners |
| title_short | The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners |
| title_sort | role of negotiated interaction in l2 vocabulary acquisition among primary esl learners |
| url | http://journalarticle.ukm.my/13982/1/31319-104034-1-PB.pdf http://journalarticle.ukm.my/13982/ http://ejournals.ukm.my/3l/issue/view/1196 |
| url_provider | http://journalarticle.ukm.my/ |