Research on negotiation has thus far focused on oral conversations/ interactions. This study expands on this line of research by investigating whether learners engage in negotiation when exchanging ideas in synchronous computer-mediated interaction. Four groups of learners of Spanish discussed a number of content questions about a reading assignment using an Open Transport (OT) Chat. The analyses of the transcripts of the interactions showed that instances of negotiation as operationalized in Varonis and Gass (1985b) do occur in the electronic medium. A limited repertoire of types of primes reoccurred, due in part to the nature of the medium and the academic context of foreign language learning in which the interactions took place. Of special concern was the tendency to use the native language in the response of the majority of the routines since this tendency does not result in target language modified output, which is claimed to be fundamental for second language acquisition (SLA) (Swain, 1985).
Previous research has underscored the role of negotiation in providing appropriate
conditions for second language acquisition. Varonis and Gass (1985b), in a study of English as a Second
Language (ESL), found greater amount of negotiation in non-native–non-native interaction than in native-non–native
interaction. Given the increased interest in computer mediated communication and in its applications to language
learning, this investigation explores whether those results are obtained when using an electronic written medium.
This study compared the negotiations generated by dyads of non-native speakers (NNS–NNS), native
speakers (NS–NS), and non-native and native speakers (NNS–NS), in the oral and written modes. The results
revealed that the NNS–NS group negotiated in the oral mode significantly more than in the written mode; this
group also negotiated significantly more than the other two groups in the oral mode. Learners' shared social and
linguistic background seemed to have facilitated the comprehension of input. Conversely, lack of familiarity
with native speaker's pronunciation seemed to have caused more breakdowns in the oral conversations of the mixed
dyads. Though the results of this study suggest that negotiation is not the main resource to obtain modified
input in a foreign language context, other learning strategies that may be beneficial in the language learning
process were at use in learner-learner interaction.
Resumen Se aborda un análisis del desarrollo del Prácticum de Maestro derivado del plan 2010, particularmente dirigido a valorar los cambios acaecidos en relación con el plan 2000, desde el punto de vista de sus tutores profesionales. La metodología es de tipo cualitativo, con entrevistas a 6 tutores profesionales innovadores de la red de centros de una universidad pública y a los 3 responsables de la materia analizada en ambos planes. Entre los resultados se observa que la percepción sobre las transformaciones operadas en el desarrollo en los centros de esta materia son poco apreciables, así como que la tutela del Prácticum se construye mediante una fuerte relación interpersonal de tutelado y tutor y que está vinculada al tipo de enseñanza que practica. Ello tiene consecuencias en la redefinición futura del Prácticum. Palabas clave: formación del profesorado, tutor de prácticas, Prácticum, grado de educación infantil, grado de educación primaria
AbstractThe paper focuses on an analysis of the development of the 2010 practicum program, particularly aimed to assessing the changes in relation to the 2000 plan from the point of view of its professional mentors. The methodology used was qualitative, with interviews to six innovative professional mentors belonging to the network of a public university, 3 of them responsible in the analyzed subject in both plans. Among the results it was showed that the perception of the transformations in the practicum were hardly noticeable, and the practicum mentoring activity was built through strong interpersonal relationship of mentor and student, and linked to the type of teaching practice. This has implications for future redefinition of the practicum.
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