NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ575488
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0826-435X
Negotiated Interaction in Teacher-Led versus Peer Group Adult ESL Discussions.
Shi, Ling
TESL Canada Journal, v16 n1 p54-74 Win 1998
A study investigated how teachers and learners negotiated meaning in three teacher-led whole-class and nine peer-group prewriting discussions in a pre-university English-as-a-Second-Language (ESL) program, analyzing interaction features such as comprehension/confirmation checks, clarification/feedback requests, self/other corrections, and self/other completions. Results indicate peer-group negotiations were much more restricted than those in teacher-led groups. (Author/MSE)
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A