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Title: An analysis of negotiation sequences in a higher education EFL context

 

Vol. 13(3), 2025, pp. 67-87.

DOI: https://doi.org/10.46687/XCPM5755

 

Author: Fatma Şeyma Koç

About the author: Fatma Şeyma Koç is currently a research assistant in the Department of English Language Teaching at Akdeniz University, Türkiye. She holds a PhD from the English Language Teaching program at Middle East Technical University, Türkiye. Her research interests include teaching language skills, language teacher education, and instructional technology in English as a foreign language (EFL) classes.

E-mail: fatmaseymakoc@akdeniz.edu.tr       

metuseyma@gmail.com;

ORCID: https://orcid.org/0000-0001-8745-0247

Author: Simla Course

About the author: Simla Course received her BA degree in ELT from METU, Faculty of Education, and her MA and PhD degrees from the University of Warwick. She currently works at Akdeniz University, Faculty of Education, ELT Department. Her professional interests include critical reading, development of reading and writing skills, critical discourse analysis, critical theory, learner autonomy and motivation.

E-mail: simlacourse@gmail.com          

ORCID: https://orcid.org/0000-0003-2977-853X

Link: http://silc.fhn-shu.com/issues/2025-3/SILC_2025_Vol_13_Issue_3_067-087_21.pdf

Citation (APA): Koç, F. Ş, & Course, S. (2025). An analysis of negotiation sequences in a higher education EFL context. Studies in Linguistics, Culture, and FLT, 13(3), 67-87. https://doi.org/10.46687/XCPM5755.

Abstract: This study adopted a descriptive design to explore the interaction sequences of 77 undergraduate-level English as a Foreign Language learners using discourse analysis. The foreign language (L2) interactions were coded according to theories of negotiation. The results indicated that negotiation strategies were frequently employed in L2 classroom interactions among peers. This study analyzed the use of negotiation strategies and the specific types of triggers prompting language learners to negotiate for meaning in interactions with adult English as foreign language learners. It was found that these learners adopted a variety of negotiation strategies, including clarification requests, confirmation checks, repetitions, and appeals for help. The findings also showed a predominance of lexical triggers causing interactional breakdowns. The results suggested that negotiation in L2 classes generated a significant amount of linguistic output through various interactional moves, thus providing opportunities for language learners to receive meaningful L2 input. Furthermore, as the interactions occurred among non-native speaker pairs, a tranquil learning environment was established, which may indicate the alleviation of the fear of losing face in L2 interaction.

Keywords: Classroom discourse, communication strategies, English as a foreign language, L2 speaking skills, negotiation strategies

 

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