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Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance

Abstract

Apart from positive evidence, or information about what is possible in the target language (TL), second language learners also need negative evidence, or information about what is not possible in the TL, and opportunities to engage in output production (Gass, 2003). As postulated by the cognitive-interactionist approach, these conditions can be met through opportunities for negotiated interaction. Building on previous research (e.g., Gass & Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners’ proficiency, gender, and learning style on the occurrence, nature, and outcomes of negotiation in two tasks, which differed with respect to the presence of information gap. Results provide some evidence for the mediating role of gender and learning style but not proficiency, with task type being an important mediating variable.

Abstract

Apart from positive evidence, or information about what is possible in the target language (TL), second language learners also need negative evidence, or information about what is not possible in the TL, and opportunities to engage in output production (Gass, 2003). As postulated by the cognitive-interactionist approach, these conditions can be met through opportunities for negotiated interaction. Building on previous research (e.g., Gass & Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners’ proficiency, gender, and learning style on the occurrence, nature, and outcomes of negotiation in two tasks, which differed with respect to the presence of information gap. Results provide some evidence for the mediating role of gender and learning style but not proficiency, with task type being an important mediating variable.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgments ix
  4. List of contributors xi
  5. Section I. Introductory material
  6. Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences 3
  7. Section II. Cognitive-interactionist approach
  8. Chapter 2. On the role of the interlocutor in second language development 19
  9. Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance 51
  10. Section III. Sociocultural theory
  11. Chapter 4. I ~ You > I ~ Me 79
  12. Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context 99
  13. Section IV. Variationist perspective
  14. Chapter 6. Variationist perspective(s) on interlocutor individual differences 127
  15. Chapter 7. Examining the role of instructor first language in classroom-based oral input 159
  16. Section V. Complex Dynamic Systems Theory
  17. Chapter 8. Complexity Theory 189
  18. Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad 209
  19. Section VI. Concluding material
  20. Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences 247
  21. Index 267
Cross-theoretical Explorations of Interlocutors and their Individual Differences
This chapter is in the book Cross-theoretical Explorations of Interlocutors and their Individual Differences
https://doi.org/10.1075/lllt.53.03paw

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgments ix
  4. List of contributors xi
  5. Section I. Introductory material
  6. Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences 3
  7. Section II. Cognitive-interactionist approach
  8. Chapter 2. On the role of the interlocutor in second language development 19
  9. Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance 51
  10. Section III. Sociocultural theory
  11. Chapter 4. I ~ You > I ~ Me 79
  12. Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context 99
  13. Section IV. Variationist perspective
  14. Chapter 6. Variationist perspective(s) on interlocutor individual differences 127
  15. Chapter 7. Examining the role of instructor first language in classroom-based oral input 159
  16. Section V. Complex Dynamic Systems Theory
  17. Chapter 8. Complexity Theory 189
  18. Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad 209
  19. Section VI. Concluding material
  20. Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences 247
  21. Index 267
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