خلاصه ماشینی:
"g. Goodwin 1990; Tannen, 1990), one area of SLA, specifically foreign language learning in which the impact of gender in terms of the use and quality of feedback being exchanged among learners might be particularly significant, is in research conducted within the framework of the Interaction Hypothesis (Long, 1983, 1996).
The purpose of the current research is, therefore, to investigate the question of whether the total incidence of negotiation for meaning as one type of task-based conversational feedback is influenced by the gender of the participants and the kind of task they engage in.
Interaction may influence learning by providing learners with multiple opportunities: to receive input, produce output, and, through feedback on the comprehensibility and grammaticality of their own production to notice the difference between their interlanguage and the target language (Gass 2003; Pica, 1994b).
The present study focuses on an analysis of the impact of one type of feedback, namely, total incidence of negotiation for meaning provided by males and females in mixed-and matched-gender groups in an EFL context (Persian academic community involving Iranian EFL students studying English teaching as their major at the B.
Research Questions As mentioned previously, the current study aims to shed light on the impact of gender on task-based conversational interactions of foreign language learners by addressing the following major questions: Does the use and incidence of task-based conversational feedback vary according to the gender of the participants?
Most importantly, the current study clearly shows that the gender of the learners’ interlocutor(s) can significantly influence the total incidence of negotiation for meaning in task-based interactions among foreign language learners."