F E T R I S I A (0713042007)

SECOND LANGUAGE ACQUISITION

NEGOTIATION OF MEANING

 (Paper)

 

By:

F E T R I S I A

NPM.  0713042007

                                                                                   

English Education Study Program

Arts and Language Education Department

School of Education and Pedagogy

University of Lampung

2011

CHAPTER 1

INTRODUCTION

Littlewood's highly influential 1981 volume on communicative language teaching will be taken here to represent this mainstream viewpoint. In 1981 Littlewood advocated a progression from 'pre-communicative' to 'communicative' activities involving various forms of interactive language practice. His underlying view of the psychology of language learning was that systematic language practice is crucial, as it was in the otherwise discredited behaviourist model of learning. But he also believed that practice should progressively emphasize relevance over repetition. That is to say, that practice activities should progressively come closer and closer and closer to imitating 'real-life' language use (a feature also found, it might be noted, if in a less developed form, in the work of such 'behaviourist' writers as Lado (1964)). The general notion of 'negotiation' (loosely defined as 'discussion to reach agreement') will be involved, therefore, only if 'negotiation' is itself seen as a type of 'real-life' language use that is relevant to the learning purposes of the learners.

Interaction plays an important role in the development of second language learning. The interaction, particularly that which involves native speakers provides opportunities for nonnative speaker to gain comprehensible input.

Interaction is very important in acquiring a language, because without interaction someone would never acquire a language. Long (1981, 1982) said that comprehensible input is not enough for language acquisition. Learners need to interact with native speaker. Long’s study found that the native speaker talk to nonnative speaker contained a limited number of input modifications but extensive interactional adjustment.

Negotiation of meaning is defined as a series of exchanges conducted by addressors and addressees to help themselves understand and be understood by their interlocutors.We can see, when native speakers (NS) and non native speakers (NNS) are involved in an interaction, both interact ants work together to solve any potential misunderstanding or non understanding that occurs.

In order to solve their misunderstanding or non understanding that occurs, we can solve them by checking each others’ comprehensions, requesting clarifications and confirmation and by repairing and adjusting speech (Pica, 1988). Pica et al (1989) also suggest that negotiation of meaning basically consist of four interrelated moves. They are trigger:

-          Trigger (T)

-          Signal (S)

-          Response (R), and

-          Follow Up (F).

That is the purpose of the writer to find out how many those interrelated moves are used during a conversation of negotiation of meaning. There will be three conversations of negotiation of meaning whose the duration of each of them is five minutes.

CHAPTER II

FRAME OF THEORIES

2.1 The role of Communication in Second Language Acquisition

Long (1981, 1982) says comprehensible input is not enough for language acquisition. Learners need to interact with native speakers. The hypothesis advances two major claims about second language acquisition:

-          Comprehensible input is necessary for acquisition.

-          Modifications to the interactional structure of conversation in the process of  negotiating solutions to communication problem helps in making input comprehensible to learners (Long, 1985)

2.2 Negotiation of Meaning

Negotiation of meaning is defined as a series of exchanges conducted by addressors and addressees to help themselves understand and be understood by their interlocutors. In this case, when native speakers (NSs) and non native speakers (NNSs) are involved in an interaction, both interactants work together to solve any potential misunderstanding or non understanding that occurs, by checking each others’ comprehension, requesting clarification and confirmation and by repairing and adjusting speech (Pica, 1988).

Varonis and Gass (1985) proposed a simpler model for the exchanges that create negotiation of meaning. The model consist of four primes called:

-          Trigger (T) which invokes or stimulates incomplete understanding on the part of the hearer,

-          Indicator (I), which is the hearers’ signal of incomplete understanding,

-          Response (R) is the original speaker’s attempt to clear up the unaccepted-input,

-          Reaction to the responce (RR), which is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair.

The two model by Pica and Doughty (1985) and Gass and Varonis (1985) have stimulated some researchers to investigate the relationship between communication tasks and the patterns of interaction which have resulted from the activities. The two models also suggest that in an interactional modification or negotiation, there ate at least two different moves: the move of signals and the move of reaction to the signal (repair or modification). Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves.

Ø  There are five communicative tasks which can be used by the teacher in many different ways to promote negotiation:

a)      Jigsaw task

b)      Information gap task

c)       Problem solving task

d)      Decision making task

e)      Information exchange task

CHAPTER III

TRANSCRIBE, CODING AND QUANTIFY OF CONVERSATION

3.1 First Conversation Male-Male (Talking about different picture/ Jigsaw Task)

5: 04 minutes/510 words (102 words/ minute)

Person: Hadhi (H) and Dicky (D)

H: Looking for this picture, but I think the two pictures are different. Do you think so? (Trigger)

D: yes you can see. The first aaa the first, aa second picture looks messy right? So much picture there. You can see the armpit of the boy? (Signal, Comprehension Check)

H: The armpit. (Respond)

D: Armpit. (Respond, Self Repetition)

H: Oh my God!! Hhahaa (Follow Up)

D: Look... (Trigger)

H: So many hairs there? (Signal, Comprehension Check)

D: So many hairs there... (Respond, Self Repetition)

H: Oh my God (Follow Up)

D: For the first picture there is no.

H: Clean armpit. And then the next one. Here Wait, There is no pict.. In the picture. What is this? Is it a helicopter? oo ya it is a helicopter. (Trigger)

D: But it is looks.. ehemm (Signal)

H: ya there is a helicopter for picture number two and this one there is a helicopter and then for the picture number one, there is no picture of helicopter. (Respond, Self Expression)

D: and then for the aa first picture, I think aa there is no, a there are no teeth. There teeth in.. (Trigger)

H: Ya. (Signal)

D: for the second picture aa the boy has a two teeth. (Trigger)

H: ya two teeth, the color are white. (Signal, Comprehension Check)

D: Yes. (Follow Up)

H: the next one here aa on the picture number two (Trigger)

D: hahhaaaa

H: Look at the boy. (Trigger)

D: I see. (Signal, Comprehension Check)

H: He is pipis. (Respond, Self Expression)

D: I see. (Follow Up)

H: hea he.. He wants to pie..

D: yeah.

H: for the first picture still clean, still dry the underwear. (Trigger)

D: I think this pictures aa is children’s working, (Signal, Comprehension Check)

H: Ok. (Follow Up)

D: aa.. Take a look the cloud. (Trigger)

H: The cloud. (Signal, Comprehension Check)

D: Dark cloud there. The dark cloud for the first picture aa there is no sun.. (Respond, Self Expression)

H: There is no sun. (Respond, Self Repetition)

D: Then the second picture there is sun. (Trigger)

H: ok. (Follow Up)

D: Behind the dark cloud. (Trigger)

H: And the color is yellow ya? (Signal, Clarification Request)

D: Yellow. (Respond, Self Repetition)

H: Ok good. And then see on the picture number two there is drawing also here.. (Trigger)

D: Tank right Tank? (Signal, Clarification Request)

H: Ya tank. Ok. And then for the picture one we don’t have tank. (Trigger)

D: Ok. Yes. (Signal)

H: Can you find other differences? Look at the signature. I think it is the same.

D: Wait. Aa there is aa mole. You know mole? “Tahi lalat”. (Trigger)

H: O ya. (Signal)

D: There is a mole for the first picture. (Respond)

H: big mole ya. (Signal, Comprehension Check)

D: Yes a big mole above the lips. (Respond, Confirmation check)

H: Above the upper lip. (Signal, Comprehension Check)

D: Yes. Above the third picture no mole at all. (Follow Up)

H: No mole at all ok good. Anything else anyway?

D: I don’t think so. No it’s all here.

H: Umm you know?

D: What?

H: Do you think that umm.. the you know, the way who makes the picture are the same? The same person? (Trigger)

D: No, i don’t think so. But for the yes, the main picture, i meant the boy, I think the same person but aa someone who make it look messy I think it’s different boy who jealous with the picture. (Signal)

H: I think this is the original one, the first picture. (Respond, Self Expression)

D: The original. (Respond, Self Repetition)

H: The original and may be someone adds some pictures some messy pictures that’s why it becomes to the picture number two right? (Trigger)

D: Actually I made it, I made the same picture. (Respond, Self Expression)

H: You made it! Finally you admit it. Oh My God It’s yours. So what is your purpose by adding some hairs in the armpit? (Trigger)

D: Because I felt.. (Signal)

H: Is it yours?

D: Yeah, because I felt jealous with someone who make it this is what.. (Respond, Self Expression)

H: and you know what who make it? (Trigger)

D: Fetrisia. (Signal, Comprehension Check)

H: It was me.. (Respond, Self Expression)

D: Hah?

H: Hahhaaaa. It was me.

D: I thought it was fetrisia so..

H: I know who made it..

D: I really sorry, I really sorry to did it...

H: Ok, you have to say sorry to me directly. (Trigger)

D: I really sorry but.. I make it, I made it fun to drawing. (Respond, Self Expression)

H: You make it fun? Ya it is so funny. But it still messy right? hahaa

D: haha it is a sen.

H: What kind of that?

D: ummm

H: Umm look at again.. umm..

D: Why it feel likes take too long ya?

H: Ok, we still have another picture. Mmmm this one.. may be it’s more complicated the prev than the previous one. (Trigger)

D: Very compllicated. (Signal)

H: Ya.. ok guess what is it about?  (Trigger)

D: I think it is about the.... (Signal)

H: The trash can ya? (Signal, Confirmation Check)

D: trash can. (Respond, Confirmation check)

H: Ok then the upper one and then.. the lower one. (Trigger)

D: No. The picture looks only with the mirror. (Signal)

H: Ya it’s like reflection. (Follow Up)

D: Because the, because the aaa letters aa written here aa what is terbalik? (Trigger)

H: Opposite. (Signal, Confirmation Check)

D: Ya the opposite. (Follow Up)

H: And then see there are so many mice, in the first picture and then there are only... (Trigger)

D: There is so many... (Signal)

H: Ok, Time is up. (Follow Up)

3.2 Second Conversation Female-Female (Talking about different picture/ Jigsaw Task)

5: 09 minutes/512 words (106 words/ minute)

Person: Fetris (F) and Meila (M)

F: Hello Good morning mey.

M: Morning.

F: Hey what are you doing here?

M: i just waiting for my friend.

F: oo your friend. Heey By the way, I bring two picture here. (Trigger)

M: Ha? What? (Signal, Clarification Request)

F: Picture, picture. I bring two picture here for you. (Respond)

M: oo.. May I see that picture?

F: Ya this is very interesting picture. Aaa let’s see. This is the 1st Picture and this is the 2nd picture. It’s quite same you know? (Trigger)

M: Yes. (Follow up)

F: Aa.. Can you see what’s the different between two picture? The 1st picture, see.. (Trigger)

M: The 1st picture, the color. The color of the 1st picture is orange. And... (Respond, Self Expression)

F: Orange of what? (Signal, Clarification Request)

M: Background. Background.. Emm,.. What is it? Beg,, background of.. (Respond)

F: oo you meant the setting? (Signal, Comprehension Check)

M: Ya ya.. yes the setting. Haha I mean the setting. (Follow up)

F: And the setting of the second picture.. (Trigger)

M: The setting is blue. You can see? That is blue and orange. (Respond, Self Expression)

F: Yes.  The 1st picture is.. (Respond)

M: Sorry? (Signal, Clarification Request)

F: The 1st picture.. (Respond)

M: The 1st picture the setting is orange. (Follow up)

F: Ok. (Follow up)

M: And the second picture the setting is blue. (Respond, Self Expression)

F: Ok. And then what about the clothes of the girls there? (Trigger)

M: mm.. The clothes is different in.. in.. (Respond)

F: Aa.. the first picture, you see, what colour of clothes? (Trigger)

M: Green.. green combined orange. (Signal, Comprehension Check)

F: by orange. (Respond, Self Expression)

M: Yes. (Follow up)

F: And then the second?

M: Pink.

F: Pink and?

M: Yes. You can see that? Inside..

F: Pink and then... Almost white you know?

M: Yes like cream.

F: Ah. Is that?

M: hahaaa

F: it’s very... I don’t know. And then what about the mmm... Object. Is there any object? (Trigger)

M: Yes, in the 1st picture. There are, there is an umbrella. (Signal, Comprehension Check)

F: Umbrella? Like Rihanna?

M: Yesm Ella ella.. hahaaa

F: and then what about the second picture? (Trigger)

M: Aa the second pictuure the object aa there is... aa aa lamp. (Respond, Self Expression)

F: Lamb? (Signal, Clarification Request)

M: Lamp. (Signal, Comprehension Check)

F: You mean that something like a goat?

M: no, Lamp. Aa..

F: Can you spell it?

M: Yes. Lamp is L-A-M-P.

F: Ooo Lamp. Yes i know. Something that is glowing in the dark? (Follow up)

M: Yes.. yes dark.

F: And then, does the girl beautiful?

M: Mmm actually, the girl i think the girl.. is mmm...

F: What is it not really beautiful?

M: Serem.

F: Ooo... Scarrying?

M: Yes. Scaryying hahahaaa because it’s like mmm manekin. You know manekin?

F: Statue?

M: Staktu?

F: S-T-A-T-U-E.

M: Yes yes yes statue.

F: Like what we can found in Pancoran.

M: Yes we see the picture. Aa the girl, the skin is very white.

F: Aha..

M: Scary.. hahaa

F: Mm but you know where is the girl comes from? (Trigger)

M: i think from the clothes that she is used the girl comes from Japan. (Respond, Self Expression)

F; Japan? (Signal, Clarification Request)

M: Yes Japan. Because she is use kimono. (Signal, Comprehension Check)

F: Because she...

M: Traditional clothes from Japan. (Follow up)

F: o ya, that’s good. Ok, thank you Meila I I thought that your friend has come in.

M: you should go?

F: Ok, and till we meet again next week.

M: ok. Thank you.

3.3   Second Conversation Female-Male (Talking about Male and Female’s brain/ Information Exchange Task)

10: 59 minutes (Cut until 7: 00 minutes)/896 words (128 words/ minute)

Person: Fetris (F) and Hadhi (H)

H: Well Fetris,

F: Yes.

H: mmm I have something.. Mm  It’s a picture and I’m gonna show it to you. Ok can you see there? This is female brain?

F: The different... Yes.

H: Ok and this one is what?

F: Male brain.

H: Ya male brain. Can you see here? O come on spot the first different between female and the male brain.

F: aa yes. Aa the first, the first is on the female brain aa there..

H: hahaa there is a picture about shoes. (Trigger)

F: Yes. Where is shoes? Oo here. There is a big part in female brain. There is shoes. (Respond, Self Expression)

H: ok shoes. Means that aa female often thing in their brain is about shoes. (Signal, Comprehension Check)

F: Ya. (Follow up)

H: shoes and shoes. (Trigger)

F: Ya ya because aa we know always want to know about the latest shoes. (Respond, Self Expression)

H: The latest shoes. (Respond, Self Repetition)

F: That shows in aa in a shop and then she want to buy it emm.. (Trigger)

H: oww she want to buy shoes everytime she is? (Signal, Comprehension Check)

F: Yes of course because she want to look petry. Pretty I meant. (Respond, Self Expression)

H: Haha.

F: That’s my name hahaa.

H: She want to look petris or pretty. (Trigger)

F: Pretty.,. Pretty (Follow up)

H: Ya pretty ok good.

F: But, but take a look this.

H: Ok which one?

F: here.. aa if female brain always thinks about shoes but how about male brain? (Trigger)

H: Oh my God. Ok.. ya I don’t want to explain this one first but it’s for the ball sport ya. (Respond)

F: Hahaaa...

H: ok so, we are the male usually think about sport especially when there is a competition or you konw aa the picture like last night. It was Indonesia Vs Thailand right? (Trigger)

F: Do you like it? (Signal, Comprehension Check)

H: Yes. (Follow up)

F; No Thailand but Philipinne. (Respond, Self Expression)

H: What?  (Respond)

F: Philipinne. (Signal, Comprehension Check)

H: Philip.. ooo yaa.. So your brain is for female or male? (Signal, Clarification Request)

F: mm I don’t know because my friend watched about the competition last night. (Respond, Self Expression)

H: ya the match between Indonesia and Philipinne, and Indonesia won it, right?

F: But I think that’s not for the women they prefer to choose shopping.

H: Shopping? (Respond, Self Repetition)

F: Rather than sport. Ball sport aa something aa just something like that. (Signal, Comprehension Check)

H: That all ok, but toilet cleaning. Whot does it mean for female brain? Toilet cleaning. (Trigger)

F: hahaaaa.

H: Do the woman always think about cleaning the toilet?

F: No no.. aa not just about cleaning the toilet but aa.. (Respond, Self Expression)

H: Aaa what is it about? (Signal, Clarification Request)

F: aa Cleaning their house.. aa their appearance. (Respond, Self Expression)

H: Ok (Follow up)

F: emm yaaa it seems that women like clean everything.

H: oo women like clean everything. Ok.

F: Ya.

H: including my house? Hahaaa

F: Including you.. hahaaa

H: Am I dirty?

F: Because you like garbage. You know?

H: Oo I’m garbage, so you are rubish. Hahaa

F: Oke oke.. and then mm..

H: oo here also have toilet for the male brain, I don’t know what does it mean.

F: It was so.. what... What is that name?

H: oo here, I’m going to talk about sex here.

F: o my Godness.. ya ya.

H: hahaahaaaa Oh My Godness ya. Male there are two boxes about sex, means in male brain mostly they are always thinking about sex and sex. You know what? (Trigger)

F: Waw. (Signal)

H: Because know, this is the secreet of male brain. (Respond, Self Expression)

F: Yes male. (Respond, Self Repetition)

H: Male love sex so much. Uuu... (Respond, Self Expression)

F: Including you? (Signal, Comprehension Check)

H: Sure.. ups.. (Follow up)

F: hahahaaa

H: Oke. It’s secret right?

F: Yes.

H: It’s the secret about male love sex. Ok and also the wom aaa male also love listening to everything including the song. Then here amm.. can you look at the female brain..

F: It must be wrong.. there should be.. aa if aa it is in the male brain still likes to listening but in the female brain...

H: Female like talking talking talking and more talking.

F: Yes.

H; Ironing, Well I don’t know exactly what is that mean. I personally don’t like ironing because I.. you know i... bring all my dirty clothes to the loundry and ya the loundry cleans and then irons my clothes. (Trigger)

F: So.. Just.. (Signal)

H: May be just a little part of male brain ya likes ironing. (Respond, Self Expression)

F: You can bring your clothes to Mey’s boarding house, aa because she likes ironing. (Respond, Self Expression)

H: Meila’s boarding house. (Signal, Comprehension Check)

F: Yes Meila’s boarding house. (Respond, Self Repetition)

H; oo I see. Ok then... Wow you know what in female brain there also sex initiation does is indicates female love sex too? (Trigger)

F; Ya because I think that women is normal you know? (Respond, Self Expression)

H: What is normal? What do you mean by normal. (Signal, Clarification Request)

F: Ya because sometimes they think about this one hahaaa... (Follow up)

CHAPTER IV

ANALYSIS OF CONVERSATION

4.1 Analysis of First Conversation

         This conversation was done from the interaction between male and male, named Dicky and Hadhi. They are university students taking English as their major.

a. Length of Utterances :     5: 04 minutes/510 words

                            = (102 words/ minute)

         b. Negotiation of Meaning Sequences : In this conversation, there are 10 sequences.

                For example:

H: Looking for this picture, but I think the two pictures are different. Do you think so? (Trigger)

D: yes you can see. The first aaa the first, aa second picture looks messy right? So much picture there. You can see the armpit of the boy? (Signal, Comprehension Check)

H: The armpit. (Respond)

D: Armpit. (Respond, Self Repetition)

H: Oh my God!! Hhahaa (Follow Up)

Ø Those eight sequences have:

·        21 triggers,

·       23 signals; containing confirmation and comprehension checks,

·       15 responds, and

·       10 follow up.

4.2 Analysis of Second Conversation

This conversation was done from the interaction between female and female, named Fetris and Meila. They are university students taking English as their major.

a. Length of Utterances :     5: 09 minutes/512 words

                            = (106 words/ minute)

         b. Negotiation of Meaning Sequences : In this conversation, there are 5 sequences.

                For example:

                F: Aa.. Can you see what’s the different between two picture? The 1st picture, see.. (Trigger)

M: The 1st picture, the color. The color of the 1st picture is orange. And... (Respond, Self Expression)

F: Orange of what? (Signal, Clarification Request)

M: Background. Background.. Emm,.. What is it? Beg,, background of.. (Respond)

F: oo you meant the setting? (Signal, Comprehension Check)

M: Ya ya.. yes the setting. Haha I mean the setting. (Follow up)

Ø Those eight sequences have:

·        9 triggers,

·       10 signals; containing confirmation and comprehension checks,

·       10 responds, and

·       7 follow up.

4.3 Analysis of Third Conversation

This conversation was done from the interaction between female and male, named Fetris and Hadhi. They are university students taking English as their major.

a. Length of Utterances : 10: 59 minutes (Cut until 7: 00 minutes)/896 words

                            = (128 words/ minute)

         b. Negotiation of Meaning Sequences : In this conversation, there are 4 sequences.

                For example:

                H: hahaa there is a picture about shoes. (Trigger)

F: Yes. Where is shoes? Oo here. There is a big part in female brain. There is shoes. (Respond, Self Expression)

H: ok shoes. Means that aa female often thing in their brain is about shoes. (Signal, Comprehension Check)

F: Ya. (Follow up)

Ø Those eight sequences have:

·        10 triggers,

·       11 signals; containing confirmation and comprehension checks,

·       18 responds, and

·       6 follow up.

CHAPTER V

CONCLUSION

From the conversation and analysis below, the writer can conclude that length of time and sequences for each conversation may vary depends on the interact ants. Then the components of each conversation also can be different between those who did the conversation whether they are male-male, female-female or female-male. But for those three conversations have the same components, they are Trigger, Signal, Respond and Follow Up.

الحمد لله ربّ العالمين

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