NEGOTIATED COMMUNICATION IN AN ENGLISH AS A SECOND LANGUAGE (ESL) CLASSROOM:
STRATEGIES AND PATTERNS
MABINI DE GUZMAN - DIZON
Faculty of Information and Communication Studies
University of the PhilippinesOPEN UNIVERSITY
Collage, Laguna Philippines
2017
This dissertation titled, NEGOTIATED COMMUNICATION IN AN ENGLISH AS A SECOND LANGUAGE (ESL) CLASSROOM: STRATEGIES AND PATTERNS, is hereby accepted by the Faculty of information and Communication Studies, U.P. Open University, in partial fulfillment of the requirements for the degree Doctor of Communication (DComm).
Chair, Dissertation Committee Date
s AMI AS A Julyzol?
Member, Dissertation Committee Date
ben^i\/|0viâ^paUla g. FLOR ^
Member, Dissertation Committee
ALEXANDER G. FLOR Dean
Facuity of Information and Communication Studies
iO 7 •/ 1 7
Date
ABSTRACT
The study identified negotiated communication stratégies (NCSs) and patterns used by three participants of English as a Second Language (ESL) class in Speech Communication offered by the Language Instruction Towards Excellence (LITE) Program of the Collège of Arts and Sciences (CAS), University of the Philippines Los Banos (UPLB). The class was facilitated by a Non-Native English-Speaking Teacher (NNEST), a Filipina. T\welve hours of classroom sessions were video/sound recorded, transcribed, and the stratégies and patterns
identified.
The teacher often used clarification request, confirmation, and compréhension check, while the students used confirmation, rephrasing, and répétition. The choice of NCSs depended on the topic for discussion (e.g. definition/meaning of freedom), and the context of the interaction had an effect on the stratégies used. This indicated that when language teachers facilitate negotiated communication, they should consider the topics for discussion, and anticipate communication stratégies to be used by the learners and ways in which to address these concerne.
The participants' attitude; level of English proficiency; personality and rôle in the ESL class; learning situation; and communication context aiso affected their choice of stratégies to use in negotiating for meanings.
Hence, it is important that teachers should profile the learners and give a pre-course proficiency évaluation so they would know what classroom lessons and activities are appropriate for spécifie learners.
In facilitating negotiated communication in an ESL class, teachers must be observant of students to ensure that everybody is involved and participative so that effective negotiated communication process can be achieved.
Negotiated Communication in an ESL Classroom
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Group interaction, which is aiways présent in an ESL class, needs to be carefully planned by the teacher to include activity for a two-way or multi- way exchange of information. Thus, the teacher's rôle and behaviour are critical not only in providing students with access to grammatical input, but aiso in setting up the conditions for successfui second-language acquisition
in the classroom.
Negotiated Communication in an ESL Classroom
