Negotiated interaction yields higher moment-to-moment comprehension of L2 input than either noninteraction condition, which do not differ from each other¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Moment-to-moment comprehension was highest for the negotiated interaction group, with no significant difference between the two noninteraction groups. → Lester Loschky 1994

Evidence¶

Lester Loschky 1994¶

Lester Loschky. (1994). Comprehensible Input and Second Language Acquisition: What is the Relationship? Studies in Second Language Acquisition, Volume 16, Issue 3, pp. 303-323. https://doi.org/10.1017/S0272263100013103

q3 · i? · causal · r?

In this experimental study, three groups of Japanese learners were differentiated by input and interaction conditions: unmodified input with no interaction, premodified input with no interaction, and unmodified input with the chance for negotiated interaction. The article reports that "moment-to-moment comprehension was highest for the negotiated interaction group." No effect size is printed.

"The results indicated that moment-to-moment comprehension was highest for the negotiated interaction group, whereas there was no significant difference between the two noninteraction groups."

Discussion¶

Related Claims¶

• Conversational interaction facilitates second language grammatical development in adult ESL learners — the general claim this finding bears on, with the studies behind it
• Interactionally adjusted and premodified input yield statistically comparable comprehension overall, with negotiation benefiting lower-ability learners — related
• In college groups, negotiation of meaning made no difference to comprehensible input obtained in the match task — related
• Learner age/level moderates the benefit of negotiation of meaning: high school learners relied on it more than college learners — related
• In high school groups, learners with negotiation of meaning obtained more comprehensible input in the match task than learners with pre-modified input only — related
• Differences in moment-to-moment comprehension do not correlate with gains in vocabulary recognition or acquisition of Japanese locative structures — related
• All three input/interaction conditions produced significant gains in vocabulary recognition and acquisition of Japanese locative structures — related
• Interactionally modified input aids comprehension but shows no advantage for retention among beginner learners — related