Date:
December 1996
Page No.:
241
Writer(s):
Teresa Pica, University of Pennsylvania
This paper reviews theory and research on the role of negotiation in second
language (L2) learning, with application to the communicative classroom. What
is shown with respect to L2 learning is that when learners and interlocutors
engage in negotiation to resolve impasses in their communication, they signal
and respond in ways that enhance their comprehension of input, provide them
with feedback on form and meaning, assist their production of modified output,
and thereby facilitate the process of L2 learning.
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