The Effect of Interaction on Lexical Acquisition

This research showed that appropriate input and suitable contexts for interaction among students can lead to successful  second language acquisition (SLA). This study based on Swain's (2005) notion of collaborative dialogue, aimed to study whether EFL learners participating in negotiation of meaning based tasks collaborate with each other and, if so, to investigate the role of this behavior in the acquisition of lexical meaning. This experimental study investigates the differential effects of three conditions: nonnegotiated premodified input, negotiation without "pushed output"(Swain, 1985), and negotiation plus pushed output on L2 learners' vocabulary comprehension and acquisition (receptive and productive) . The study reported here investigated the effect of emotional involvement as compared to cognitive involvement both applied to the pre-task phase of a reading- while- listening focused task on lexical acquisition as a result of engagement with the task. Emotional involvement was operationalized as a video clips shown before the main task which elicited positive affect.  The findings imply pedagogical suggestions for task-based vocabulary teaching any development acquired through CMC might eventually be transferred to the oral mode. This study is twofold:  the first experiment examines the potential for lexical acquisition by beginning- level  learners in CMC as compared to face-to- face(FTF).Experimental 2 describes sessions between four beginning- level  learners and the researcher in regards to their saved CMC chat files from  Experimental 1. An analysis of their saved and stored "conversations" revealed that learners were able to identify errors, recognize reasons for instances of non-understanding that took place with their CMC partner,and spot , as well as correct problems in their interlanguage.