Meaning negotiation of LEP learners in communicative tasks

This study aims to explore Limited English Language Proficiency (LEP) learners’ meaning negotiation in communicative tasks. In particular, the frequency of meaning negotiation (MN), types and frequency of MN trigger as well as participants’ perceptions of the communicative tasks in relation to the...

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Main Authors:	Chui, Catherine Lam Nguoi, Azian Abd Aziz @ Ahmad
Format:	Article
Language:	English
Published:	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2015
Online Access:	http://journalarticle.ukm.my/9077/ http://journalarticle.ukm.my/9077/ http://journalarticle.ukm.my/9077/1/9346-27917-1-PB.pdf

id	ukm-9077
recordtype	eprints
spelling	ukm-90772016-12-14T06:48:54Z http://journalarticle.ukm.my/9077/ Meaning negotiation of LEP learners in communicative tasks Chui, Catherine Lam Nguoi Azian Abd Aziz @ Ahmad, This study aims to explore Limited English Language Proficiency (LEP) learners’ meaning negotiation in communicative tasks. In particular, the frequency of meaning negotiation (MN), types and frequency of MN trigger as well as participants’ perceptions of the communicative tasks in relation to their L2 language development were explored. A total number of 8 participants were engaged in both open and closed communicative tasks designed for the purpose of this study. Data from stimulated recall interviews and structured interviews were used to consolidate the primary data. It was found that the closed communicative task can yield greater meaning negotiation compared to open communicative task. Meaning negotiation in closed communicative task was mainly triggered by task complexity and lexical difficulties, which might be due to the task design. Meanwhile, meaning negotiation in the open communicative task was mainly caused by the delivery of vague message. It was found that meaning negotiation can be a potential platform to facilitate language development among learners, particularly through clarification requests which can create the linguistic urgency to push LEP learners to expand their interlanguage. Thus, ESL teachers might want to equip LEP learners with effective meaning negotiation strategies, particularly clarification requests, to better equip these learners with the skills to modify their language output during communicative tasks. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/9077/1/9346-27917-1-PB.pdf Chui, Catherine Lam Nguoi and Azian Abd Aziz @ Ahmad, (2015) Meaning negotiation of LEP learners in communicative tasks. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 21 (3). pp. 175-190. ISSN 0128-5157 http://ejournal.ukm.my/3l
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This study aims to explore Limited English Language Proficiency (LEP) learners’ meaning negotiation in communicative tasks. In particular, the frequency of meaning negotiation (MN), types and frequency of MN trigger as well as participants’ perceptions of the communicative tasks in relation to their L2 language development were explored. A total number of 8 participants were engaged in both open and closed communicative tasks designed for the purpose of this study. Data from stimulated recall interviews and structured interviews were used to consolidate the primary data. It was found that the closed communicative task can yield greater meaning negotiation compared to open communicative task. Meaning negotiation in closed communicative task was mainly triggered by task complexity and lexical difficulties, which might be due to the task design. Meanwhile, meaning negotiation in the open communicative task was mainly caused by the delivery of vague message. It was found that meaning negotiation can be a potential platform to facilitate language development among learners, particularly through clarification requests which can create the linguistic urgency to push LEP learners to expand their interlanguage. Thus, ESL teachers might want to equip LEP learners with effective meaning negotiation strategies, particularly clarification requests, to better equip these learners with the skills to modify their language output during communicative tasks.
format	Article
author	Chui, Catherine Lam Nguoi Azian Abd Aziz @ Ahmad,
spellingShingle	Chui, Catherine Lam Nguoi Azian Abd Aziz @ Ahmad, Meaning negotiation of LEP learners in communicative tasks
author_facet	Chui, Catherine Lam Nguoi Azian Abd Aziz @ Ahmad,
author_sort	Chui, Catherine Lam Nguoi
title	Meaning negotiation of LEP learners in communicative tasks
title_short	Meaning negotiation of LEP learners in communicative tasks
title_full	Meaning negotiation of LEP learners in communicative tasks
title_fullStr	Meaning negotiation of LEP learners in communicative tasks
title_full_unstemmed	Meaning negotiation of LEP learners in communicative tasks
title_sort	meaning negotiation of lep learners in communicative tasks
publisher	Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate	2015
url	http://journalarticle.ukm.my/9077/ http://journalarticle.ukm.my/9077/ http://journalarticle.ukm.my/9077/1/9346-27917-1-PB.pdf
first_indexed	2023-09-18T19:53:57Z
last_indexed	2023-09-18T19:53:57Z
_version_	1777406404174282752

Meaning negotiation of LEP learners in communicative tasks

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