earticle

영어

Research on negotiated interaction has largely focused on how learners benefit from negotiation of meaning (NofM) when communication breakdown occurs. The primary concern in this line of research has been the provision of comprehensible input and modified output, with little attention being paid to whether communication breakdowns have been successfully resolved or not. The present study aims to address this gap by combining an information gap task with stimulated recall measures to investigate the effectiveness of NofM in resolving miscommunication in different dyadic contexts—a learnerlearner dyad and a learner-native speaker (NS) dyad. The results indicated that NofM occurred more frequently in ELF dyads; however, the resolution rate in ELF dyads was significantly lower compared to that of NS-involved dyads. The findings also revealed that ELF speakers were more likely to resolve communication breakdowns with a series of negotiation attempts when interacting with fellow ELF peers. The results are discussed with pedagogical implications and directions for further research.

중국어

在二语学习和教学领域，关于协商交际互动的研究主要集中在当互动中出现交际障碍和语言困 难时二语学习者如何从意义协商(Negotiation of meaning)中获益，从而提高二语水平。相关研究 主要集中在提供可理解的输入和修正输出，却很少探讨交际障碍是否已成功解决。本研究旨在 通过将会话任务与刺激回忆访谈相结合来弥补这一缺口，以调查NofM在不同环境下（二语学习 者-二语学习者和二语学习者-母语者）, 对解决交际障碍的有效性。结果表明，NofM在二语学 习者双人组中出现的频率更高；然而，与涉及母语者的对话组相比，意义协商在学习者双人对 话组中解决交际障碍的有效性显著较低。调查结果还表明，在与二语学习者同伴互动时，二语 学习者更有可能通过一系列的意义协商尝试来解决由语言困难带来的交际障碍。