In high school groups, learners with negotiation of meaning obtained more comprehensible input in the match task than learners with pre-modified input only¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? High school experimental groups (pre-modified input plus negotiation of meaning) scored significantly higher on comprehensible input in the match task than high school control groups (pre-modified input only). → Baoshu Yi & Zhinong Sun 2013
Evidence¶
Baoshu Yi & Zhinong Sun 2013¶
Baoshu Yi & Zhinong Sun. (2013). An Empirical Study of the Effectiveness of Negotiation of Meaning in L2 Vocabulary Acquisition of Chinese Learners of English. English Language Teaching, 6(10). https://doi.org/10.5539/elt.v6n10p120
q3 · i? · causal · r1
Independent samples T-test (Table 3) comparing high school control (n=42) and experimental (n=56) groups on comprehensible input: "The experimental group (mean=9. 3750) outperforms the control group (mean=5. 4048 )" with T-value 11.244 and P=0.000.
"in the high school groups, there is a significant difference between the control group and the experimental group in terms of comprehensible input and vocabulary score, with P value being 0.000<0.05"
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
- Learner age/level moderates the benefit of negotiation of meaning: high school learners relied on it more than college learners — related
- In college groups, negotiation of meaning made no difference to comprehensible input obtained in the match task — related
- In high school groups, frequency of negotiation of meaning correlates positively with vocabulary score (r = 0.761) and with comprehensible input (r = 0.310) — related
- In both high school and college groups, learners with negotiation of meaning scored higher on the delayed post-vocabulary test than learners with pre-modified input only — related
- Negotiated interaction yields higher moment-to-moment comprehension of L2 input than either noninteraction condition, which do not differ from each other — related
- Interactionally adjusted and premodified input yield statistically comparable comprehension overall, with negotiation benefiting lower-ability learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
negotiation-meaning-raises-comprehensible-input-high-school |
title |
In high school groups, learners with negotiation of meaning obtained more comprehensible input in the match task than learners with pre-modified input only |
description |
In high school groups, learners with negotiation of meaning obtained more comprehensible input in the match task than learners with pre-modified input only |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baoshu-yi-zhinong-sun-2013 |
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