Effects of Non-negotiated Pre-modified Input, Negotiation of Input without Output, and Negotiation of Input plus Pushed Output on EFL Learners’ Vocabulary Learning

This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners’ comprehension and production. Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one standard deviation above and below the mean score in the PET were randomly assigned to three experimental groups. The whole treatment took 10 sessions and, after the treatment, two sets of tests were administered; i.e., one written and the other oral. Analysis of Variance on comprehension test and analysis of nonparametric alternative, i.e., Kruskal-Wallis test, on production test, indicated that (a) negotiation had a positive effect on the comprehension and production of targeted L2 vocabulary items and (b) negotiation of input plus pushed output did not promote production of L2 vocabulary more than negotiation of input without output. The findings of this study provide empirical evidence on the important role of negotiation in facilitating comprehension and production of targeted L2 vocabulary items.