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This study investigates the effects of negotiation of meaning instances emerging from task-based synchronous computer-mediated communication (SCMC) on second language (L2) vocabulary acquisition. Results based on the chat logs produced by 20 English as a Second Language (ESL) learners collaborating on an information gap task suggest the facilitative benefits of synchronous CMC tasks for the negotiated interaction between L2 learners. Despite the split nature of negotiated interaction in the SCMC environment, most of the L2 learners were able to go through the negotiation of meaning routines documented in the face-to-face literature to work out the meaning of unfamiliar vocabulary. Additionally, their online discussion of lexical problems encountered to a large extent promoted their comprehension and retention of the target vocabulary. These findings provide compelling evidence for the potential of SCMC as an interactive platform for L2 learners to communicate in meaningful contexts, receive feedback from peers and teacher, and improve their interlanguage.
A propos de l'auteur
Xuan Teng (PhD in Applied Linguistics and Technology from Iowa State University) is a lecturer in Foreign Studies College at Hunan Normal University. His research interests are computer-assisted language learning, English teaching methodology, and second language acquisition.
