Negotiated Interaction in Target Language Classroom Discourse

Jamila Boulima | Ecole Normale Supérieure, Rabat, Morocco
ISBN 9789027250643 (Eur) | EUR 120.00
ISBN 9781556198137 (USA) | USD 180.00
ISBN 9789027284358 | EUR 120.00 | USD 180.00
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This book addresses some of the most fundamental questions that can be asked about target language (TL) acquisition in the classroom context, namely
1. What is negotiated interaction?
2. What are the main discourse functions of negotiated interaction?
3. How frequent is negotiated interaction in TL classrooms, and does this frequency vary by proficiency level?
4. To what extent does the initiation of negotiation overlap with the negotiation of power in such a setting of unequal-power discourse as the TL classroom?
The negotiation process allows TL learners to obtain ‘comprehensible input’, to receive ‘negative input’, and to produce ‘comprehensible output’. Since these are key variables in the acquisition process, by researching the negotiation work occurring in TL classroom discourse, the book fully contributes to the understanding of the process of interlanguage development in TL classrooms and thereby has major implications for TL teaching and teacher training. The book also contributes to further the understanding of negotiated interaction from a sociolinguistic standpoint: the asymmetrical nature of negotiation work in TL classrooms reflects the role and power relationships, the social organization, as well as the tacit interactional and cultural rules that seem to be at work in the TL classroom context.
[Pragmatics & Beyond New Series, 51] 1999.  xiv, 338 pp.
Publishing status: Available
Table of Contents
“[...] this book provides a useful synthesis of theoretical and empirical work on negociated interaction in SLA, and an interesting scheme of analysis for examining negociated interaction in language classroom discourse. The insightful qualitative interpretations of the quantitative results of the study will also be of use for researchers and analysts in many disciplines.”
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Cited by 8 other publications

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Nicolas, Laura
2019. Bibliographie. In Dynamiques langagières et logiques professorales en classe de langue,  pp. 201 ff. DOI logo
Pellegrino, Elisa, Luisa Salvati & Anna De Meo
2013. Racism and Immigration in Social Advertisings Promoted by Italian Government and Non-governmental Institutions. In Multimodal Communication in Political Speech. Shaping Minds and Social Action [Lecture Notes in Computer Science, 7688],  pp. 207 ff. DOI logo
Razfar, Aria
2005. Language ideologies in practice: Repair and classroom discourse. Linguistics and Education 16:4  pp. 404 ff. DOI logo
Santamaría-García, Carmen
2017. Emotional and Educational Consequences of (Im)politeness in Teacher–Student Interaction at Higher Education. Corpus Pragmatics 1:3  pp. 233 ff. DOI logo
2008. Gender and academic discourse: Global restrictions and local possibilities. Language in Society 37:4  pp. 515 ff. DOI logo
Waring, Hansun Zhang
2011. Learner initiatives and learning opportunities in the language classroom. Classroom Discourse 2:2  pp. 201 ff. DOI logo
Yoshida, Reiko
2007. Perceptions of a Learner's Self‐Expressive Speech by an Instructor and the Learner. Foreign Language Annals 40:4  pp. 622 ff. DOI logo

This list is based on CrossRef data as of 14 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CF: Linguistics

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  99027156 | Marc record