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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Main Authors:	Chin, Mellisa Lee Lee, Karunakaran Krishnamoorthy, Yap, Jia Rong
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2019
Online Access:	http://journalarticle.ukm.my/13982/ http://journalarticle.ukm.my/13982/ http://journalarticle.ukm.my/13982/1/31319-104034-1-PB.pdf

id	ukm-13982
recordtype	eprints
spelling	ukm-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
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
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
author	Chin, Mellisa Lee Lee Karunakaran Krishnamoorthy, Yap, Jia Rong
spellingShingle	Chin, Mellisa Lee Lee Karunakaran Krishnamoorthy, Yap, Jia Rong The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners
author_facet	Chin, Mellisa Lee Lee Karunakaran Krishnamoorthy, Yap, Jia Rong
author_sort	Chin, Mellisa Lee Lee
title	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_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_sort	role of negotiated interaction in l2 vocabulary acquisition among primary esl learners
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2019
url	http://journalarticle.ukm.my/13982/ http://journalarticle.ukm.my/13982/ http://journalarticle.ukm.my/13982/1/31319-104034-1-PB.pdf
first_indexed	2023-09-18T20:06:04Z
last_indexed	2023-09-18T20:06:04Z
_version_	1777407166338039808

The role of negotiated interaction in L2 vocabulary acquisition among primary ESL learners

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