چکیده:
The importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners. The quality of negotiations is influenced by so many factors that should be investigated in order to facilitate the process of second language acquisition. This study seeks to investigate the effect of task type on autonomous EFL learners’ interactive negotiation in synchronous computer-mediated communication context. Total number of 60 pre- intermediate EFL learners were chosen from Iran Language Institute of Birjand based on their performance on the language learning autonomy questionnaire designed by Zhang and Li (2004). They participated in three types of tasks, including Decision making, Jigsaw, and Opinion gap tasks via Telegram Desktop. The chat history of EFL learners was analyzed in terms of the model of interaction proposed by Tsui (1994). Three main moves of Initiating, Responding, and Follow-up were included in her taxonomy of interaction analysis. The results suggested that the learners tried to utilize different frequencies of appropriate moves to achieve the goals of the specific task. Practically, this study presented a revised model that can be used as a frame work for designing suitable task types in the process of computer-mediated communication.
خلاصه ماشینی:
The Effect of Task Type on Autonomous EFL Learners’ Interactive Negotiations in a Text-based Synchronous Computer-mediated Context* Ali Akbar Khomeijani Farahani ** Associate Professor, University of Tehran Shiva Kaivanpanah *** Assistant Professor, University of Tehran Zainab Sadat Naseri (corresponding author)**** PhD Candidate, University of Tehran, Alborz Campus Abstract The importance of communicative ability in second language classroom context has increased the interest in interaction among foreign language learners.
This study seeks to investigate the effect of task type on autonomous EFL learners’ interactive negotiation in synchronous computer-mediated communication context.
(Dikinson and Carver, 1980) The type of tasks utilized in classroom context has also been regarded as a contributing factor to the nature of negotiation for form and meaning as indicted in different pieces of research conducted by different scholars such as Gass and Varonis (1985) and Pica (1987).
Some studies have implemented this framework in order to detect the nature of interaction in language learning context, especially those emphasized on task types (Nakahama, Tyler, and Vanlier, 2001).
The results of the study contribute to the designing classroom tasks in a way in which the instructors could elicit a high degree of interaction in the process of language learning and teaching.
Table 1 Different time groups of learners and activities )VIew the image of this page) )VIew the image of this page) Instrumentation For the purpose of this study, the researchers designed six tasks to determine their possible effect on learners’ interaction patterns.
Tsouroufli (2002), Drudy and Chathain (2002), Duffy et al.