Differences in the task-supported negotiations of younger and older EFL children: from repair into prevention
| dc.contributor.author | Hidalgo Gordo, María Ángeles | |
| dc.contributor.department | Ciencias humanas y de la educación | es_ES |
| dc.contributor.department | Giza eta Hezkuntza Zientziak | eu |
| dc.contributor.department | Institute for Advanced Social Research - ICOMMUNITAS | en |
| dc.date.accessioned | 2024-12-16T10:08:39Z | |
| dc.date.available | 2024-12-16T10:08:39Z | |
| dc.date.issued | 2019-02-16 | |
| dc.date.updated | 2024-12-16T09:56:37Z | |
| dc.description.abstract | The benefits of task-supported interaction are especially noticeable when negotiation of meaning (NoM) occurs. Despite the large amount of research on interaction, children's ability to collaborate and to understand their partners' needs remains underresearched. This capacity has been questioned, and has been claimed to develop with age. From an interactionist perspective, we have analysed the oral interactions of 80 Spanish young learners (YLs) of English as a foreign language (EFL) from two age groups (8-9 and 10-11), when performing a collaborative task. Specifically, we have examined the nature of NoM and the strategies YLs use. Significant differences between the groups were identified: whereas younger children negotiate mostly to repair communication breakdowns, older YLs show a greater concern about their interlocutor's needs. As in previous research addressing this population, focus on form strategies are rare. This study sheds light on our understanding of how young EFL learners negotiate in task-supported interactions. | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Hidalgo, María Ángeles (2019). Differences in the task-supported negotiations of younger and older EFL children: from repair into prevention. IRAL: International review of applied linguistics in language teaching = revue internationale de lingui, 1-25. https://doi.org/10.1515/iral-2018-0206. | |
| dc.identifier.doi | 10.1515/iral-2018-0206 | |
| dc.identifier.issn | 0019-042X | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/52749 | |
| dc.language.iso | eng | |
| dc.publisher | De Gruyter | |
| dc.relation.ispartof | International Review of Applied Linguistics in Language Teaching (IRAL) (2021), vol. 59, núm. 3 | |
| dc.relation.publisherversion | https://doi.org/10.1515/iral-2018-0206 | |
| dc.rights | © 2019 Walter de Gruyter GmbH, Berlin/Boston. It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License, which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. If you wish to use this manuscript for commercial purposes, please contact rights@degruyter.com. | |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject | Task-supported interaction | en |
| dc.subject | EFL | en |
| dc.subject | Negotiation of meaning | en |
| dc.subject | Young learners | en |
| dc.title | Differences in the task-supported negotiations of younger and older EFL children: from repair into prevention | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/acceptedVersion | |
| dspace.entity.type | Publication | |
| relation.isAuthorOfPublication | 55fbe5f7-1a3e-4e54-baa6-edb2702e1058 | |
| relation.isAuthorOfPublication.latestForDiscovery | 55fbe5f7-1a3e-4e54-baa6-edb2702e1058 |