An analysis of negotiation sequences in a higher education EFL context
An analysis of negotiation sequences in a higher education EFL context

Summary/Abstract: This study adopted a descriptive design to explore the interaction sequences of 77 undergraduate-level English as a Foreign Language learners using discourse analysis. The foreign language (L2) interactions were coded according to theories of negotiation. The results indicated that negotiation strategies were frequently employed in L2 classroom interactions among peers. This study analyzed the use of negotiation strategies and the specific types of triggers prompting language learners to negotiate for meaning in interactions with adult English as foreign language learners. It was found that these learners adopted a variety of negotiation strategies, including clarification requests, confirmation checks, repetitions, and appeals for help. The findings also showed a predominance of lexical triggers causing interactional breakdowns. The results suggested that negotiation in L2 classes generated a significant amount of linguistic output through various interactional moves, thus providing opportunities for language learners to receive meaningful L2 input. Furthermore, as the interactions occurred among non-native speaker pairs, a tranquil learning environment was established, which may indicate the alleviation of the fear of losing face in L2 interaction.

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