This study investigates meaning negotiation in synchronous computer-mediated communication (SCMC) among Chinese learners of English. To be more specific, it will focus on meaning negotiation in SCMC and its relationship with foreign language learning. Meaning negotiation among these learners will be elicited from the accomplishment of different tasks in terms of their types and their relevancy to academic contents.

The theoretical grounding of the present study is the interactionist framework. The interactionist approach puts emphasis on exposure to language (input), production of language (output), and feedback on production (through interaction), which are believed to be key constructs of language production (Gass, 2012). Long (1996) argues that “environmental contributes to acquisition are mediated by selective attention and the learner’s developing L2 processing capacity, and these resources are brought together most usefully… during negotiation for meaning” (p.414). Such being the case, negative feedback could be facilitative to second language learning (Long, 1996).

Following on from the research, the focus of my own study is on an investigation of the process of meaning negotiation of students during task-based SCMC. Moreover, the influence of task type on meaning negotiation will also be explored.

Research question 1:

How do learners negotiate meaning during task-based SCMC?

The rationale for this question is the assumption that there may be a model of meaning negotiation in this specific kind of interaction, and if so how it might compare with a face-to-face model of meaning negotiation and other models based on the face-to-face model. In other words, this question can be regarded as an exploration of the sequences of SCMC meaning negotiation. The most widely accepted model is put forward by Varonis and Gass (1985), who describe the sequence of meaning negotiation as follows:

 Trigger→ signal (indicator)→ response→ reaction to response (optional)

According to the literature, there exist models for meaning negotiation either in the face-to-face context or in asynchronous computer-mediated communication. However, models of meaning negotiation in synchronous computer-mediated communication are lacking and therefore in urgent need of investigation. This will not only generate important foundational data for having an overview of the study, but will also allow me to explore further details such as influential factors for meaning negotiation.

Research question 2:

Does task type affect how learners negotiate meaning during SCMC? If so, what are the influences on the quality and quantity of meaning negotiation?

By collecting data from different tasks, I hope to be able to investigate whether meaning negotiation is task sensitive. If so, which kinds of tasks tend to generate more meaning negotiation? Which kinds of tasks tend to stimulate more complex meaning negotiation? By answering this research question, insights can be gained into how to design tasks in task-based SCMC.

Research question 3:

Does academic-related tasks and non-academic tasks have different effects on how learners negotiate meaning during SCMC? If so, what are the differences?

Based on the discussion above, a question emerging here is “Does the content of tasks have an influence on meaning negotiation in the SCMC context?” In the present study, tasks will be divided into two types, subject related and language orientated, in order to investigate whether content of the tasks will affect the quality and quantity of meaning negotiation. 

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