Within-language strategy profiles differ: other-repetition prevails in the L2 while clarification requests prevail in the L1, with negative feedback least used¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the L2, other-repetition prevails (M = 2.25) and negative feedback is significantly less used than the rest (χ2(5) = 23.429, p < .001). → Elisabet Pladevall-Ballester 2020 q3 i? In the L1, clarification requests prevail (M = 3.13) and are significantly more widely used than the rest (χ2(5) = 58.588, p < .001). → Elisabet Pladevall-Ballester 2020 (2)

Evidence¶

Elisabet Pladevall-Ballester 2020¶

Elisabet Pladevall-Ballester, Alexandra Vraciu. (2020). EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction. Studies in Second Language Learning and Teaching, 10(3), 449-472. http://dx.doi.org/10.14746/ssllt.2020.10.3.3

q3 · i? · associational · r1

Friedman test comparing NoM categories within the L2 across the 20 dyads; significant differences among percentages (χ2(5) = 23.429, p < .001), with negative feedback significantly less widely used (p < .01).

"Within L2 meaning negotiation, other-repetition prevails over the rest of the categories (M = 2.25,SD = 2.38), followed by clarification requests (M = 2.11, SD = 3.45)"

Elisabet Pladevall-Ballester 2020 (2)¶

Elisabet Pladevall-Ballester, Alexandra Vraciu. (2020). EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction. Studies in Second Language Learning and Teaching, 10(3), 449-472. http://dx.doi.org/10.14746/ssllt.2020.10.3.3

q3 · i? · associational · r1

Friedman test comparing NoM categories within the L1; significant differences (χ2(5) = 58.588, p < .001), with clarification requests significantly more widely used than the rest and negative feedback significantly less used (p < .01).

"When examining L1 meaning negotiation, clarification requests prevail over the rest of the categories (M = 3.13, SD = 3.00), followed by positive feedback (M = 1.64, SD = 2.27)"

Discussion¶

Related Claims¶

• EFL primary children's meaning negotiation during a spot-the-differences task is low in amount but significantly higher in the L2 than in the L1 — related
• All meaning negotiation strategies appear in child EFL peer interaction except comprehension checks, which are absent — related
• Strategy-specific effects: time affects self-repetitions and marginally clarification requests; proficiency pairing affects confirmation checks and negative feedback; language affects other-repetitions and negative feedback — related
• Clarification requests show a three-way interaction of proficiency pairing, time and language, declining over time only in matched dyads and in the L1 — related