An Analysis of Negotiation of Meaning Strategies in the English Conversation from Textbooks
Keywords:
Negotiation of Meaning Strategies, Communicative Competence, English Conversation, TextbooksAbstract
Communicative competence is an important factor for the second language (L2) learners to succeed in their real-life communication. One of the most critical characteristics of communication used is the negotiation of meaning. The characteristics also include various strategies for facilitating second language acquisition and promoting mutual understanding among L2 learners. The purpose of this study was to analyze the negotiation of meaning strategies observed in the English conversations in textbooks. The data used in this study was 47 conversations from textbooks. As this was a descriptive research, the data and extracts identified in each strategy were analyzed using Long's (1998) theoretical framework and prior studies from Sommath (2007) and Champakaew (2013) to analyze the covert negotiation of meaning strategies in conversations. The data was statistically analyzed using frequency and percentage. The results showed that there were 107 times of negotiation of meaning found in 5 strategies; 45 times for Confirmation Checks (42.1%), 32 times for Clarification Requests (29.9%), 21 times for Repetitions (19.6%), 6 times for Comprehension Checks (5.6%), and only 3 times for Appeals for Help (2.8%). The results suggested the conversations in textbooks revealed the varied negotiation of meaning strategies depending on the communicative circumstances that would be the guideline for language instructors. Instructors can not only apply these strategies to their English learning activities for communication, but they can also provide L2 learners with a short-term training course to help them develop their English communicative skills.
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