SPA631_NEGOTIATED INTERACTION_CONSOLIDATION

1. What is the primary trigger for negotiated interaction (NI) to occur?

• A. When a learner successfully produces a complex sentence.

• B. When a communication breakdown or misunderstanding is detected.

• C. When a teacher begins a new lesson.

• D. When learners are engaged in silent reading.

Answer explanation

Negotiated interaction is fundamentally a problem-solving process that is initiated specifically when one or more participants detect a disruption in communication.

2. How does Long's Interaction Hypothesis (IH) primarily differ from Krashen's Input Hypothesis (KH)?

• A. The IH rejects the idea that comprehensible input is necessary.

• B. The IH focuses only on learner output, while the KH focuses only on input.

• C. The IH argues that the process of interaction is crucial for making input comprehensible and providing feedback.

• D. The IH is only applicable to child learners, while the KH is for adults.

Answer explanation

C. The key innovation of the Interaction Hypothesis is its focus on the process of negotiation. While it agrees that comprehensible input is necessary, it argues that this input is made comprehensible through interactional modifications.

3. A teacher notices a student says, "I no have pencil." The teacher responds, "Oh, you don't have a pencil?" This teacher action is a classic example of a(n):

• A. Clarification request

• B. Comprehension check

• C. Recast

• D. Information-gap task

Answer explanation

C. This is a recast because the teacher is rephrasing the learner's incorrect utterance into the correct grammatical form while maintaining the original meaning. It's a form of implicit corrective feedback.

4. Which type of pedagogical task is specifically designed to create an "obligatory need for communication" by giving different learners unique pieces of essential information?

• A. An open discussion task

• B. A grammar drill

• C. A translation exercise

• D. An information-gap task

Answer explanation

D. Information-gap tasks, by their very design, create an information asymmetry that compels learners to interact and share information to complete the task.

5. How does a learner's proficiency level typically modulate NI?

• A. Higher proficiency learners engage in more NI than lower proficiency learners.

• B. Lower proficiency learners engage in more frequent but simpler NI; higher proficiency learners engage in less frequent but more complex NI.

• C. Proficiency level has no impact on the nature of NI.

• D. Only advanced learners can benefit from NI.

Answer explanation

B. The report indicates that the nature of NI changes with proficiency. Lower-level learners negotiate more often over basics, while higher-level learners negotiate less frequently but over more complex points.

6. The concept of "pushed output" suggests that negotiation is beneficial because it prompts learners to:

• A. Listen more carefully to the teacher's instructions.

• B. Subconsciously acquire new grammar rules without speaking.

• C. Modify and improve their own language production to be more accurate and comprehensible.

• D. Avoid difficult topics in conversation.

Answer explanation

C. "Pushed output" refers to how the need to be understood during negotiation pushes a learner to refine their own speech, making it more target-like.

7. In the context of practical challenges, "dominance" refers to a situation where:

• A. A learner successfully masters a difficult grammatical point.

• B. A more proficient speaker controls the conversation, limiting others' participation.

• C. The teacher gives all students an equal amount of time to speak.

• D. A task is too difficult for all the learners.

Answer explanation

Answer & Explanation: B. Dominance is a key practical hurdle where a power imbalance (often due to proficiency) disrupts the collaborative nature of NI, turning it into a one-sided conversation.

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