Interaction Analysis

Interaction approach looks at input, production of language or output and feedback of interaction as a means of explaining learning. According to Gass and Selinker (2008, 317) interaction research’s starting point is the assumption that language learning is stimulated by communicative pressure and it examines the relationship between communication and acquisition and the mechanisms that mediate between them. In short interaction studies look at communication and acquisition using interactions between speakers of a language.

Components of interaction include negotiation, recasts and feedback. Negotiation of meaning is dealt with in this essay.

When the flow of conversation is disturbed, participants question particular utterances and request help with the conversation. This is a kind of negotiation of meaning in order to get equal participation in the conversation, to be part of the conversation from which the speaker slipped due to lack of understanding (or proficiency factors). Negotiation of meaning happens when parties in a conversation interrupt its flow to understand what the conversation is about. This happens frequently with non-native speakers according to Gass and Selinker (318). In my experience, this happens also with native speakers when internal or external factors affect the speaker or the listener. For example, in a mentally preoccupied situation, the listener may not interpret the speaker in the right manner. This necessitates clarification from the speaker for the smooth conduct of the conversation. Sometimes, especially with NNS, this happens too often that most of the conversation time is occupied by interruption as in 10.10.

Such lack of understanding is a block to exchange of ideas and opinions. So from the passage, we understand that not only NSs, but also NNSs change their conversation structure to negotiate meaning. Long notices NNS conversations to have forms that are not seen in NS conversations. Examples are confirmation checks like ‘am I right?’, comprehension checks like ‘did you understand?’ and clarification requests like ‘eh?, huh?, what, etc.’.

Different kinds of questions are asked by NSs and NSSs of English. If a NS and a NNS are in conversation, then it is usually the NNS who expresses non-understanding. The NS then clarifies using different techniques to reduce complexity of the utterance so that the NNS can understand. These tactics convey much information to the NNS. Some of these tactics are, repeating the question after giving a pointer to the answer, giving choices for the listener to choose from, giving alternatives, rephrasing, etc.

But there are subtler differences observed in conversation. In case of NNS, there is a willingness to change topics abruptly when understanding is not reached. This can also happen as a result of unfruitful and long attempts to negotiate meaning. I have similar experiences with a Thai student of mine. We have often abandoned topic because neither of us could make sense of each other.

Here, modifications are for understanding of the NNS. Thus NNS is assisted in understanding what is spoken and to produce speech, so that there is less pressure on her. Another perspective on this is that this exercise could be for showing solidarity. There could be no aspect of ‘helping in understanding’ at all.

But here we need to make a distinction between comprehension and acquisition. Both are not equal. Comprehension is a single event, while acquisition is a permanent state in terms of learning.

The comparison of Conversational Analysis of two theorists Mori and Kasper with an Interactionist analysis of a conversation shows clear differences in approach. Input analysis is surface focused and is not looking for motivation of NS speech. That is, interactionist perspective is not concerned about the detailed aspects of a conversation that they don’t count as learning. For them, activities are not central to their approach. Therefore, increased accomplishment within an activity is not counted as or relevant as learning.

Reference

Gass, Susan M. andn Selinker, Larry. Second Language Acquisition. Routledge. London. 2008.