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Negotiated interaction in the L2 classroom

Published online by Cambridge University Press:  01 January 2009

Johannes Eckerth
Johannes Eckerth*
Affiliation:
King's College London, [email protected]
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Abstract

The present paper reports on an approximate replication of Foster's (1998) study on the negotiation of meaning. Foster investigated the interactional adjustments produced by L2 English learners working on different types of language learning tasks in a classroom setting. The replication study duplicates the methods of data collection and data analysis of the original study, but alters the target language (L2 German) and adds a stimulated recall methodology. The results of the replication study partially confirm Foster's results, and introduce some further differentiated findings. It is concluded that the original study's concern with the transferability of laboratory findings to classroom settings should be investigated in greater detail.

Type
Replication Studies
Information
Language Teaching , Volume 42 , Issue 1 , January 2009 , pp. 109 - 130
Copyright
Copyright © Cambridge University Press 2008

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