The Patterns of Negotiation for Meaning in Child Interactions

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A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners (2011, background): “Previous studies have reported children’s ability to negotiate meaning (Ellis & Heimbach, 1997; Van den Branden, 1997, 2000; Oliver, 1998, 2002), although most of these have investigated children in mid or late primary school, with the exception of Ellis and Heimbach (1997) who reported that some…”
Some benefits of peer–peer interaction: 10-year-old children practising with a communication task (2007, background): “…involving child subjects working in pairs with other children or with adults have been carried out in different contexts (Van den Branden, 1997; Oliver, 1998; 2000; 2002; Mackey et al., 2003; Ellis and Heimbach, 1997) and these studies have investigated various interactional processes, such as…”
Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “In her work on the patterns of negotiation for meaning with young learners, Oliver (2002) reports that peers are “an important source of data about the target language” and that “the use of peers in teaching practices would appear to be justified whether it is in the adult context or in a primary…”