1. Facilitating Negotiated Interaction
Happy Valentine’s Day!!!
Lauren, Sarah, Erich, and Alison
Source: Kumaravadivelu, B. “Facilitating Negotiated Interaction.” Beyond methods: macrostrategies for language teaching

2. Interaction
Conversation and meaningful interaction are considered necessary for language acquisition
Interaction = more input
Three macrofunctions of language:
Textual
Interpersonal
Ideational

3. Reflect…
Think of your study abroad experience when you were the one who needed help understanding and speaking….what did people do to help you? What did you find most helpful? What did not help?

4. Textual Interaction
Interaction as a Textual Activity: use of linguistic and metalinguistic features of language necessary for understanding input
Foreigner talk vs. Teacher talk

5. Comprehensible Input Krashen’s “i + 1” theory
Increase comprehensibility by…
Using repetitons
Use simple conversations…teacher talk
Use situational role play to create dialogue
Can you think of anything else?

6. Reflect
“Do you agree with Krashen that teachers can give the best possible language lesson just by talking?” Why or why not? (Kumaravadivelu)

7. Limitations of Interaction as a Textual Activity
What limitations can you think of?
Very little exchange of information…not really interactional
Little active participation from the learner

8. Interaction as an Interpersonal Activity
The use of language to promote communication between participants
Involves sociolinguistic features required to establish roles, relationships and responsibilities
No longer just about the language

9. Long’s Interaction Hypothesis
Oral interaction necessary to negotiate communication problems promotes L2 comprehension and production
What ways can you think of to negotiate meaning?
Clarification requests
Repetition
Comprehension checks

10. Episode 5.1
NS: Well what do you think about, um, mothers, um, have their baby and they-
NNS: uh-huh
NS: - leave them in garbage cans.
NNS: huh? What do you s-
NS: They have…they have their baby? NNS: my mom?
NS: No, no. (laughs). Not your (laughs) m– mothers.
NNS: uh-huh– mothers—uh-huh.
NS: They have their baby?
NNS: Uh-huh.
NS: And then—they leave it in garbage cans.
NNS: Garbage?
NS: Garbage cans. Like big garbage cans. Outside of business--.
NNS: ahh…
NS: You know what I mean?
NNS: No, I don’t know. I’d—I understand garbage…..

11. “Learners who were exposed to linguistically unmodified input with opportunities to negotiate meaning understood it better than learners who were exposed to a linguistically simplified version of the input but offered no opportunity for such negotiation” (Kumaravadivelu).
“The communicative and cognitive effort required to negotiate meaning can bring any problematic linguistic features to the learner’s immediate attention- features that might otherwise go unnoticed by the learner” (Kumaravadivelu).
What limitations can you think of?

12. Interaction as an Ideational Activity
An expression of the participants’ of the processes, persons, objects, and events of the real or imaginary world in, around, and outside the learning and teaching context.
Draws students’ experiences

13. Vygotsky’s Zone of Proximal Development (ZPD)
Distance between actual level of L2 development and the potential development
Compare ZPD to Krashen’s i + 1 theory
Potential Level
Actual Level of Development

14. Conclusions These three are all connected
“Together, these three dimensions provide opportunities for teachers to create a conducive atmosphere in which learners can stretch their linguistic repertoire, sharpen their conversational capacities, and share their individual experiences” (Kumaravadivelu).
More than just conversational adjustments. Must include creation of opportunities for learners to share their perspectives on what matters to them!

15. Now…get into these groups!
Lauren’s Group: Laura, Amy, Caitlin, Aubrey, Alex
Erich’s Group: Erika, Jessica, Linda, Katie H., Lizzie
Sarah’s Group: Lisa, Jade, Kerry, Melissa, Lindsay
Alison’s Group: Katie L., Julia, Stefanie, Whitney
(15 minutes for this station)

16. Groups for Learning Centers
Group 1- start with Erich
Laura, Erika, Lisa, Katie L., Amy, Jessica, Jade
Group 2- start with Lauren
Julia, Caitlin, Linda, Kerry, Stefanie, Aubrey
Group 3- Start with Sarah
Alex, Lizzie, Whitney, Lindsay, Katie H., Melissa
(15 minutes per station)