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CHAPTER 6: Learning through Task-focused Interaction - Coggle Diagram
CHAPTER 6: Learning through Task-focused Interaction
Negotiation
This feedback and questioning is called negotiation. This feedback may invlove pointing out problems with the comprehensibility of the message and specifying where the problems lies.
Makes input understandable without simplying it, so that learnable language features are retained
Breaks the input into smaller digestible pieces
Ivan Castillo Peña
Encouraging Negotiation
Include keeping the group together by celebrating agreement, clarifying poorly presented items, clarifying because of inattention, clarifying unknown items, and clarifying the task procedure.
Using Written Input to Encourage Negotiation
Newton's (1995) research on the effect of written input on negotiation showed that in the tasks he used, all of the negotiated vocabulary was in the written input sheets used in the activity.
The teacher may wish to smplify the other vocabulary which is not worth spending time on.
Using Information Distribution to Encourage Negotiation
All learners have the same information (a cooperating arrangement).
Each learner has different essential information (a split information arrengement) (Nation, 1997).
One learner has all the information that the others need (a superior - inferior arrangement).
The learners all see the same information but each one has a different task.
Split Information Activities
Have been called two-way tasks, or jigsaw tasks, and cooperating tasks have been called one-way tasks.
Only by working together in combining their material can the learners find the required answers.
Ranking Tasks
The learners are given a list of items and a criterion for ranking or choosing amongst the items.
Modify The Statements
The learners are given a set of controversial statements
They work in group to make changes to the statements so that everybody in the group can agree with them.
Problem Solving
The learners are given a problem to solve. They must do this by reaching an agreement amongst themselves. The work is donde in small groups of about six people. When thay have reached agreement they report the result of their disscussion to the class.
Factors Affecting the Amount and Type of Negotiation
Pair work usually produces more negotiations on the same task than work in group of four.
Cooperating tasks produce more negotiation of the meaning of vocabulary than information gap tasks
The signals learners make affects the adjustment of output during a task.
Using Learner Training to Encourage Negotiation
The training can involve telling learners the importance of asking for more information, watching others ask, and providing simple plans of what to do when there is a comprehension problem.
"Listen and Do" activities can also give to rise to negotiation if they are at the right level of difficulty
"Controlling the teacher Technique" learners gain control of the listening material. when the learners have this control, listening exercises can become learning exercises. The teacher makes sure that the learners know the following sentences, and if is necessary writes them on the black-board so that they can be seen during the exercise.
Monitoring negotiation
Group work can have a variety of learning goals and monitoring should reflect these goals.
This support can take the form of negotiatiating the meaning of language items, the ncouragement of turn-taking to involve all the group in the activity, the valuing of contributions by commenting positively on or picking up others' ideasand, the modelling and supplying of needed items.
Teachers or learners can look for these kinds of support and comment on them to the group as a way of bringing about the development of group support skills that will help language learning.
Learning through Non-negotiated Interaction
The finf¿d the differences activity is a good example of this. In this activity a pair of learners have a similar picture each, but they have to find the differences by describing and not showing their pictures to each other.
Monitoring Learners Beginning to Speak
Inadequate vocabulary: Use activities where the learner can study the vocabulary before hand.
Inadequate control of grammar: Used controlled activities like substitution tables and What is it?
Shyness: Start the learner with safe, small group activities, gradually increasing the risk.
Lack of encouragement : Work in a small group with the learner giving a lot of encouragement.