Negotiated Interaction in Teacher-Led versus Peer Group Adult ESL Discussions
AbstractThis study investigated how teachers and learners negotiated meaning in three teacher-led whole-class and nine peer group pre-writing discussions in a pre-university ESL program. By analyzing various interaction features such as comprehension and confirmation checks, clarification and feedback requests, self- and other-corrections, and self- and other-completion, the study found that although peer discussions had high frequencies of negotiation, these negotiations were restricted compared with the extended negotiations in teacher-led discussions. Also, peer groups, where students showed more initiation to modify syntax, lexis, and meaning were limited compared with the target like forms in teacher-led error corrections. Students' feedback suggested that they perceived peer and teacher talk to complement each other to meet various needs of the learners as useful language learning experiences.
How to Cite
Shi, L. . . . . . . . . . . (1998). Negotiated Interaction in Teacher-Led versus Peer Group Adult ESL Discussions. TESL Canada Journal, 16(1), 54–74. https://doi.org/10.18806/tesl.v16i1.710