The Effects of Negotiated Interaction on the L2 Vocabulary Acquisition: Input or Interaction?

Abstract

This study compares the effects of negotiated interaction with those of non-negotiated input only on 12 acquisition of Korean vocabulary. Krashen's (1985) Input Hypothesis emphasizes the importance of comprehensible input as necessary and sufficient for second language learning to take place, whereas Long's (1985) Interaction Hypothesis focuses on the importance of conversational adjustments, or negotiated interaction, which through conversational and linguistic modifications facilitate acquisition of second language. The present study examines the acquisition of Korean kinship terms by beginning learners of Korean. The input-only (10) group was exposed to the target vocabulary without any interaction between students or between teacher and students. For the negotiated-interaction (NI) group, however, the teacher facilitated interaction between students as well as between teacher and students. It was hypothesized that negotiated interaction would produce the learning of more target vocabulary and enable higher levels of comprehension of L2 word meanings than input only. In addition, NI group was expected to learn and retain more target words. The results of the present study showed that negotiated interaction produced more target word items than non-negotiated input only. However, more repetition in the negotiated-interaction group had no effect on learners' comprehension of L2 word meanings and on their acquisition and retention of vocabulary.