Negotiation for Meaning and Peer Assistance in Second Language Classrooms

By Pauline Foster, A. Ohta. 2005

496 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b17228d48c45fe6e576880e9059aa98c688801bd

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Citations in the corpus

Recent developments in second and foreign language listening comprehension research (2007, background): “Foster & Ohta (2005) discovered that, although very little negotiation of meaning occurred from a quantitative perspective, a qualitative analysis of the utterances revealed how interlocutors in each dyad, in order to save face, actively supported each other in accomplishing the task even when…”
Oral corrective feedback in second language classrooms (2012, background): “…interactional moves used when learners interact with each other to their perception of ‘shared incompetence’ (p. 84), which provided them with a comfort zone in which they collaboratively worked on linguistic issues (see also Gass & Varonis 1990; Davis 1997; Leeser 2004; Foster & Ohta 2005).”
Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “Collaborative writing has garnered attention with L2 acquisition researchers working within the sociocultural theory (Foster, 2005; Leeser, 2004; Storch, 2001, 2005, 2011) because as talk is vocalized, its”
Incidental vocabulary learning in classroom communication tasks (2013, background): “This finding echoes similar conclusions reached by Foster and Ohta (2005), that giving too much weight to negotiation of meaning restricts attention to dialogic exchanges attending to communication problems when in fact non-problematic cooperative interaction also plays an important role in…”
Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, background): “…output occurs not only varies according to task features but also depends on learner proficiency, individual learner engagement, and the priorities or orientation of interlocutors, whether social or linguistic (Foster, 1998; Foster & Ohta, 2005; Iwashita, 2001; Lesser, 2004; Tognini, 2008).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “Sociocultural theory sees language development as a social process where ‘knowledge is not owned solely by the learner, but is also a property of social settings and the interface between person and social context’ (Foster & Ohta, 2005 , p.”
Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “In language learning, Foster and Ohta (2005) defined the ZPD as “the distance between the actual developmental level as determined by individual linguistic production, and the level of potential development as determined through language produced collaboratively with a teacher or peer (p.144)”.”
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, methodology): “As process, LREs mediate learning, and as a product an LRE becomes an artifact that learners can use to reflect upon and ask further questions (Foster & Ohta, 2005; Swain & Deters, 2007; Tocalli-Beller & Swain, 2007).”
Locating cognition in second language interaction and learning: Inside the skull or in public view? (2009, background): “(2) Pica (1987, cited in Foster and Ohta 2005)10 1 NS: did you get high marks? good grades?”