1

THE ROLE OF NEGOTIATED INTERACTION IN

IMPROVIN VOCABULARY OF ENGLISH
LANGUAGE: A CASE STUDY AT NUML
DIPLOMA LEVEL.

By

BASSERIT SULEMAN

A thesis submitted to NATIONAL UNIVERSITY OF

MODERN
LANGUAGEs Islamabad, Pakistan
In partial fulfillment for the requirement of MA
ENGLISH
degree
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NATIONAL UNIVERSITY OF MODERN

LANGUAGES

Islamabad, Pakistan

January, 2014

RESEARCHS DECLARATION

I, Basserit suleman, do hereby declare on solemn

affirmation that the work presented in this thesis is my
own and was carried out in the supervision of Mr. Haseeb
Nasir.

I have never presented it to any other university or

institution for the award of any degree or certificate.

_____________

Basserit suleman

(Researcher)

Certified

Dr. Nighat

Head
Faculty of English Language
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Literature
and applied Linguistics

________________

Sir Haseeb Nasir

Sir Zawar

(Supervisor)
(Subject Teacher)

ACKNOWLEDGEMENTS
All praises to Almighty Allah who guided me throughout the

procedure and without whose will and Mercy this dissertation

would never have been completed.

First and foremost, my utmost gratitude to my supervisor Mr.

Hasseb Nasir , Lecturer in National University of Modern

Languages, Whose sincerity has encouraged me a lot in

completion of my this study.

 4

I also owe a lot of deepest gratitude and warmest

appreciation to my parents for their unwavering moral,

emotional and financial support. My special thanks go to my

siblings who in one way or another contributed and expended

their valuable assistance in the preparation and completion of it.

Furthermore I would like to thanks my subject teacher Mr Zawar

who guided me in my thesis. I would also thanks to all my

friends who encouraged and helped me in the completion of

research work.

TABLE OF CONTENTS

Chapter No Title

Page No

1 Introduction

1 Background 1
2 Statement of problem 13
3 Objectives 14
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4 Hypothesis 14
5 Significance of research 14

1.6 Delimitation 15

2 Literature Review

16

1 Input and Language Acquisition 16

2 Input Hypothesis 17
3 Negotiation of Implication 20
4 Communication andL2 Progress 21
5 Conciliation and Achievement of L2 Syntax 23
6 Pushed Hypothesis 30
7 Lexical Acquisition 33

3 Research Methodology

39

1 Introduction 39
2 Types of Research 40
3 Research Design 42
4 Population 43
5 Sample 44
6 Research Tools 44

4 Data Analysis

47

1 Data collection and Analysis

2 Closed Ended Questions 47
3 Open Ended Questions 66
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5 Conclusion

72

5.1 Suggestions and recommendations

74

Bibliography

Chapter # 1

Introduction:

This chapter describes the background statement of problem, rationale of

the study with objectives of the present study and impact of the study

1.1 Background:

Pakistan is a multilingual country. Importance of English as an

international language continuous to increases so people prefer to learn

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English language. Due to notable increase in use of English language on

professional level and international level English has been now entitled as

lingua franca. Many institutions are now offering English language

courses.

Many people are now taking professional language courses in order to

enhance their communication skills. Communication is very important not

only for smooth running of business project but it is also important for the

success and growth of individual personality.

Language and communication:

People used to speak different languages in different areas of country.

Language is a tool of communication among people. People use language

to understand each other with the help of words and sound. Language is a

foundation through which we express our ideas, emotions and thoughts.

People need s to express their view point, their feelings and their habits.

For this purpose they demand a specific system to interact with each other.

Language is a Source through which human beings share grieves sorrows

as well as their happiness.

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Language is the standard and richest mean of contact used by human

beings. It is used at individual as well as social levels; socially people

learn their language by listening to others.

Communication in its universal sense is a series of actions in which the

major link is a message. It is sharing information or to entertain by

speaking, writing or other methods. Perhaps the most important type of

communication is the personal communication, which takes place when

people make their thoughts and wishes known to one another.

Across the world, several hundred million people use one or other form

of English language in their operational and private lives. One reason for

the continued use of English in many different cultures and countries lies

shades of meaning. Its capacity to deal with the language demands of a

range of logical, technological, business and manufacturing topics with

both precision and attention has also ensured that the English language is

today a widespread device of communication.

It is a system of combining words which gives some meaning to

listeners. It is a basic thing which makes human beings different from

other living beings. Language can easily be learn by practice so we can

say that it is a habit formation more we use the language better we can

learn. Language is an integral part of our society. It is a way to

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express the things which we feel about others. We can change our

language according to changing situation. For example the language we

use to interact with small children is very much different from the

language used by the people during their business meetings.

In the age of globalization, communication is of supreme importance.

Lack of correct treatment of skills creates barriers and misrepresentation

leading to misconstruction and collapse in meaning which can have some

very negative outcome for any corporation or business set up.

All basics skills of a language are necessary to learn in order to speak a

language efficiently but more important skills are speaking and listening

because without proper understanding one cannot speak and interact with

others. In order to interact it is not necessary to organize the pattern and

construction of sentence only but one should make his style clear and fair.

Language should be impressive so that it would leave good consequence

on audience. Language should be simple, clear and easy to understand.

In our country there are a lot of languages used by people of different

areas but due to remarkable increase in use of English language now they

have a preference to learn English language. The basic reason behind it is

that range of English is increasing day by day. People prefer to learn it

because it provides a better opportunity to get a job. If someone is fluent

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speaker of English language then it would be easier for him to achieve a

good place.

English is an international language so its scale is increasing with the

Passage of time. One cannot ignored the importance of English

language.It is a language which can be understand in

every country of the world. English is a principal and widely

spoken language all over the world .In our country only 10 percent people

can speak English language fluently and other 90 percent people although

slightly better in writing but they cannot speak even a single sentence in

the approved manner.

Due to lack of ability in English language some time our influential

fail to present a gorgeous face of our country on global level. They could

not negotiate properly thats why they are not capable to give optimistic

point to world.

In other fields such as in sports our players cannot speak English

language appropriately and when they obtain achievements just because of

language they fail to make a good picture of country on world level. We

are unable to develop a positive picture of Pakistan on international level

because we do not have good language skills. Our representative cannot

say whatever they want to say due to poor language skills and
 11

inappropriate vocabulary of target language.

In the present days almost every institution demand good English speaker

and in every field you are welcomed if you know the relevant skills and if

you are good and fluent speaker of English language. It also develops self

confidence of a person.

People move from one country to another in order to

boost their business during that they have to face a lot of

problems because of diverse languages. English language provides a

bridge to interact with those who have different languages and in this way

it plays a role of universal language.

English language is not only necessary for business but also play a

crucial role in our education. People move from one country to another in

order to acquire education and in that situation they have only English

language as their medium of instruction because they cannot learn a

subject in their local language. Demand of English language is increasing

at every level and now it has become a lingua- Franca of global

community.

People are enhancing their English language skills by doing different

English language courses so that they could effectively communicate with

others. When one learn a language and wants to share his ides he needs to
 12

learn the vocabulary of that language because without sufficient amount of

vocabulary one cannot transmit his message appropriately.

In order to learn a language it is necessary for students to understand

what they are hearing and what they are reading for these purpose students

Should know the huge amount of vocabulary because if they do not

understand what they are reading they cannot learn a language properly.

Vocabulary is the most important factor in learning a foreign language.

The main purpose of learning a language is to become able to

communicate in target language.

Types of vocabulary:
Passive vocabulary
Active vocabulary

Passive vocabulary is a kind of vocabulary which we can understand

when we hear but after that we are unable to use that vocabulary in our

language because there is a weak connection between these words and our

memory. Active vocabulary is a kind of vocabulary which we use while

having a dialogue with someone without thinking.

When someone do not know the suitable vocabulary it becomes

difficult to convey his message exactly. Strong vocabulary also helps us to

build other skills of language. It is true that vocabulary is the heart of any
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language but others skills of language are also very important so

vocabulary aids us to learn other language skills.

The more words of a language you know more you will learn.

Classroom contact is a way in which student can interact with each other

as well as with teachers to get better their vocabulary. Student cannot learn

too much just by listening to the teacher.

Classroom interaction develops self-reliance in students and also

inspires them to take part in classroom conversation. Classroom

interaction provides a chance to students to give their opinion and it also

teach them to give respect to their fellows and teachers. Interactions

motivate the students to give their own point of view. Students become

involve in class and they do not get bore. Peer interaction also helps to

learn how to work in groups. In this way one realize the importance of

group or team work Interaction can be of two types. It can be whole class

interaction or small group interaction. It teaches us patience and value of

others point of view. During classroom interaction students can be given a

topic and allow them to speak.

Vocabulary of a target language is the back bone of any language.

Vocabulary helps us to understand other people in target language. If one

have plenty amount of vocabulary then it would be easy for him to

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communicate and can say precisely what he wants to say. With the help of

vocabulary one can say things correctly instead of vague and irrelevant

things.

Construction of vocabulary does not mean to learn the vocabulary which

is related to second language learning. Second language learning means to

understand the language of people of other countries. Large amount of

vocabulary helps us to understand those people who have different

dialects.

It also aids us to understand different books and articles. Unknown

words in a passage create problems for readers and it looks dull and

tedious. When we Increase our vocabulary in different areas we become

able to communicate properly and more effectively. Different uses of

Words attract the attention of people but repetition of words quickly bores

people.

Negotiation is a term used to solve problems by interacting with

different people and deal with disputes. In this process people interact and

discuss their problems with each others, describe their point of difference

tell each other their needs and interest and reach a possible and joint

decision and made some promise by participants.

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When we talk about second language acquisition negotiated interaction is

a best way to enhance our vocabulary of language. When we negotiate

with each other some time we forget the exact word which we want to say

in order to complete the meaning. In this situation other students help us

and the word we learn can easily be remembered.

Negotiated interaction is a term used for peer or group discussion. In a

learning process when learners communicate with each other and this is a

way to improve their learning skills as well as vocabulary. There are

certain research studies which show the role of discussion in improvement

of vocabulary of target language. For example Krasners input hypothesis

emphasizes the significance of understandable contribution as essential

and enough for second language learning to take place where as Longs

interaction hypothesis focuses on the significance of spoken adjustment or

negotiated interaction which through spoken and linguistic alteration

smooth the progress of attainment of second language.

Classroom debate develops interest in students. Some time it

becomes difficult to understand the things when learners only listen to

trainer because they cannot give proper attention to things. Negotiated

interactions also provide opportunity to speak and stimulate the students to

give their opinion about a subject matter. It also aids teachers to get an
 16

Idea about students understanding and by this mean instructor can correct

the learners if they are misinterpreting the things.

It is common that if teacher is speaking all the time then learners

become bore and they start other kind of activities such as cheating,

texting and dozing. To overcome such problems class room interaction is

essential because it is sources which make them able to learn better.

Sometime during conversation when learner interact with each other and

they fail to produce exact words they seek help from other learners and

this way they enhance vocabulary of target language.

Our educational system is exam oriented and mostly learners focus

on grammar and structure of language but other skills of language are

ignored. Negotiated Interaction means interaction between students and

teachers and student to student interaction and it is the important source to

enhance vocabulary. Various researches has been done during past few

years in order to find out the relevance of classroom interaction while

learner learned a new language. In these researches attention has been

given to the peer interaction in the classroom and researches done either

individually or collectively.
 17

When learner learns second language it is necessary to pay attention on

various aspects which helps in language learning facilitate learning

process. Feedback as a result of interaction provokes the learning process.

The study of Long research (1983, 1985) we can state that when

learner face some problems in communication and they have a chance to

negotiate with each other to solve the problem they are able to learn a

language. Long conclude that when learner interacts with each other they

learn second language more accurately and it aids learner to learn a new

language.

Krashen (1985) also put forward a theory regarding the need of learner

and role of classroom discussion in learning a new language. He suggests

that comprehension of massage meaning is crucial if learner want to learn

a new language. It is also helpful to learn the form and function of a

language. His theories in put hypothesis consist of both input and

communicative modification. From both researches we conclude that both

were in favor of language equalization through interaction but some other

researcher argue that input is important for language learning but it is not

sufficient to promote a new language.

Swain (1985) develops comprehensible output and in this research

she examines the effect of compelling the learner into language. In her
 18

output hypothesis she says that there are three functions of learner output

and she relates the learner output with accuracy and not with fluency.

According to her some time learner of language comes across some

problems and they find gap between what they are saying and what they

want to say. They language while communicating learner sometimes

recognize some linguistic inabilities and in this way they bring their

attention toward the things they need to know about target language.

.Donato (1994) suggests that classroom interaction helps learners to

produce output and aids in learning second language.

Another research conducted by Zhao and Bitchiner and 16 participants

take part in this study and they substitute massage between learner-learner

and teacher-learner. They conclude that when we deal with linguistic

problems negotiation take place in both types of learning. However, they

notice that student to student interaction is more helpful in learning a

target language and this interaction make the learner able to.

Initiate opportunities for accessing language date for the immediate

resolution of language difficulties (Zhao & Bitchener, 2007 p.446)The

mixture of both contribution and communication in the classroom are the

imperative apparatus for the gaining of verbal communication both in

fully developed and immature learners.

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1.2 Statement of problem

It is seen that in second language learning importance is only given to

grammar and structure of language but vocabulary and other skills of

language are ignored. Vocabulary plays a major role in learning a second

language. In a learning process one need to have a sufficient amount of

vocabulary because without having sufficient vocabulary one cannot

convey his message properly..The researcher is trying to identify the

importance of class room discussion or peer interaction in improving the

vocabulary of target language.

1.3 Objectives

To find out the effectiveness of negotiated interaction in learning

L2 vocabulary at Diploma level

To highlight the obstacles faced by adult learners in development

of vocabulary
To explore the techniques used in teaching L2 vocabulary at

Diploma level

1.4 Hypothesis

Negotiated interaction has a positive effect on development of L2

vocabulary.
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1.6 Significance of research

The present research will helpful in general and particularly for students of

diploma level to improve their L2 vocabulary. This research will be useful

to diagnose this issue so that suitable corrective measure be taken and

provide reasonable solution to the problem. This research will also helpful

for teachers who teach at diploma level to improve their Vocabulary. This

study will help the future researchers who are going to conduct research in

this field.

1.7 Delimitation

The current research is delimited to diploma (English) students at NUML

Islamabad.
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Chapter#2

Literature review

Communication in classroom during teaching and language during these

interactions establish the main source of language except helpful material

from text books. Researchable have proved that suitable text for

interaction among students can play a vital role in effective second

language acquisition. Peer interaction has been highly acknowledging

researchers.

2.1 Input and language acquisition

Input is used to refer to the language that is addressed to the 1,2

learner either by a native speaker or by another learner (Ellis 1990) and

(Corder 1967) says that language learning does not depend on hearing

only or the things which are shown to learners but input means to hear a

thing and then intake and what is actually read and heard and making

everything what is read input and what is taken as :intake.

Input hypothesis presented by Krashen (1985) demonstrates that learns

learn language in a single way and that is to receive the massage from an
 22

instructor and enhance their input by only one way but he also emphasis

on the thing that receiving a massage or input is necessary for learning a

second language lexical items. He says that comprehensible input is

necessary for learning a second language.

Pica (1994) conducted a research and he says that only input is not

sufficient for learning second language vocabulary. Input should be

comprehensible. Learners should know the rules and features of language

besides its meaning. Output is also very important for improving a

language and it makes the things clear and makes the input

comprehensible to the learners.

2.2 Input hypothesis

Both interaction and input has an important role in improving the

lexical items of a target language. He says that input is necessary for

acquiring a language but at the same time he says that modified interaction

among conversational participants is also very essential in improvement of

a language vocabulary. When speakers of a language interact with each

other then modified interaction occurs and this is known as interaction

hypothesis. Long claim that a modified input plays an crucial role in

 23

developing a language vocabulary or necessary for comprehensible

language learning (Long 1969).

Input hypothesis says that learners of a target language can acquire a

language more effectively when they get positive or negative response

from their conversational partner. When they face some problem in

speaking the exact target words then negotiated interaction is a source

which tells the what is acceptable and what is not acceptable in a society

(Bitchner , 2003).

Gass and torrers (2005) conducted a research in which they separately

worked on input and the role of interaction. There were four conditions for

their research.

Substance focused only materiel.

Matter focused solely on interface.
Contribution focused material followed by interaction.
Interaction focused stuff followed by input.

They held this research to find out the rate of acquisition of (1) Spanish

sexual category contract (2) Easter and location and seven vocabulary

items. The result has proved that there is a great improvement in the case

of vocabulary. According to researcher vocabulary is not a complex one

and it is non intangible so ones own domestic resource are more helpful

in these area of learning.

 24

The study of Long research (1983, 1985) we can state that when

learner face some problems in communication and they have a chance to

negotiate with each other to solve the problem they are able to learn a

language. Long conclude that when learner interacts with each other they

learn second language more accurately and it aids learner to learn a new

language.

Krashen (1985) also put forward a theory regarding the need of

learner and role of classroom discussion in learning a new language. He

suggests that comprehension of massage meaning is crucial if learner want

to learn a new language. It is also helpful to learn the form and function of

a language.

His theories in put hypothesis consist of both input and

communicative modification. From both researches we conclude that both

were in favor of language equalization through interaction but some other

researcher argue that input is important for language learning but it is not

sufficient to promote a new language.

Swain (1985) develops comprehensible output and in this research

she examines the effect of compelling the learner into language. In her

output hypothesis she says that there are three functions of learner output

and she relates the learner output with accuracy and not with fluency.
 25

According to her some time learner of language comes across some

problems and they find gap between what they are saying and what they

want to say. They language while communicating learner sometimes

recognize some linguistic inabilities and in this way they bring their

attention toward the things they need to know about target language

.Donato (1994) suggests that classroom interaction helps learners to

produce output and aids in learning second language.

2.3 Negotiation of implication

Negotiation is essential in learning a new language and there are a lot

of evidences which shows that interaction is important for comprehensible

input and interaction is more helpful in learning next lexical word.

Interaction is less helpful in other areas of language such as grammar and

syntax of language because these areas of language are more abstract and

complex (Gass, 2005).

Pica (1994) Summarize that peer interaction aids learners to learn a

language in better way learners can also modify their output and provide

more opportunities for learner a second language, Forms and meaning.

There is a lot of research studies which shows the impact of interaction on

adult learners of 1.2 but a little work on its impact on children.

 26

Interaction has a central role in acquisition of second language. In the

case of pedagogical concept of interaction for learning Kasper has said

At the very last, Participating learners will improve their 1.2 fluency, and

in the best case, will make unpredictable but specific gains in their L2

lexis, morph syntax pragmatics or discourse ability through target

languages practice Learners can learn a language in the course of

communication to a certain extant then just manifesting what they have

already cultured in interface. This research is more significant on abstract

justification ( Hatch 1978).

2.4 Communication and L2 language

progress

The expansion of vocabulary as a consequence of interaction has been

acknowledged by many researchers as two aspects of learning a fresh

language. Second language learner has to pay attention on vocabulary

because it is basic thing of any language.

Loschky (1994) examine the result of adopted participation and

contact using Japanese as target language. He concludes that nevertheless

consideration in a group is greatly superior with negotiated interaction but

there is no difference in vocabulary preservation in establishing among

 27

experimental group with or without modified input and communication.

He conclude that positing a simple linear relationship between

comprehension and intake seems not be warranted

Hwang describes the effect of negotiated interface in cultivating the

second language vocabulary and he emphasized on learning of Korean

kinship by starting learners of Korean. In his point of view peer contact is

helpful in learning a second language and improving of a target language

but permanent and advanced speed of repetition have no impact on

gaining vocabulary (Hwang, 2002)

Input supply is not a challenging in phrase of cognitive psychology

viewpoint but it come tricky if the main interest is communication itself.

Interaction and understanding is necessary for learning a new language but

it is not relatively enough for second language possession. Personalized

input is central to language knowledge and it facilitate the learning and it

promotes second language acquisition (Pica, 1994) Construction of

vocabulary does not mean to learn the vocabulary which is related to

second language learning. Second language learning means to understand

the language of people of other countries. Large amount of vocabulary

helps us to understand those people who have different dialects.

 28

It also aids us to understand different books and articles. Unknown

words in a passage create problems for readers and it looks dull and

tedious. When we Increase our vocabulary in different areas we become

able to communicate properly and more effectively. Different use of

Words attracts the attention of people but repetition of words quickly bores

people.

2.5 Conciliation and achievement of L2

syntax

Negotiation is indispensible for acquiring a new language .Swains output

Theory has proved that interaction played a imperative role in learning but

only input is not helpful in learning but productivity is also mandatory.

Only input does not help in preservation of expressing items for language

learning according to swain hypothesis interlocutor need to acquire many

speech production skills through dialogue and simplify the message by

interacting with conversational participants and by illustrating the message

which other participants does not comprehend.hje says that the interaction

also helpful in gaining extra input and consequently increase their L2 lexis

production which does not use previously.(Swain &Lapkin,1995)

 29

Oliver(1998) conducted a study to inspect whether children are capable

to negotiate for connotation just like fully developed and if so to explore

whether the strategies for conciliation is similar one way task connecting

the portrayal of a images for their associates to sketch is done by half of

the pairs while a two way jigsaw task of a kitchen is completed by the

other half.

Product showed that children do negotiate for meaning in related

ways as adult using strategies like explaining appeal, proof test,

understanding test and recurrence. On the other hand there is variation in

the extent to which each approach is used by adults and children.

The tactic which is used the most by children in repetition followed by

elucidation checks. Based on the outcome Oliver wind up that even child

are able to work toward common thoughtful in a exchange and thus

cooperation for meaning has its value in seconds language attainment

amongst children in classroom situations.

The value of negotiated interaction in learning a new language can be

input which is given to the learner of language and its role in improvement

of a target language. Conversational interaction plays a central role in

learning a language. Kasper says that peer interaction not only helps to
 30

develop smoothness of learner but also aids to learn the lexical items and

morph syntactic abilities through target language practice.

Markee (2002) suggest that regardless of the role of conversation in

learning a new language vocabulary there is need to develop a theory how

interaction improves the lexical items of a language and how its aids to

learn target language.

Second language researches has special interest in development in

development of language through interaction for example Sato (1988)

converses the subject of conversational interaction and also define the

effect of negotiated interaction or production of second language and its

enhancement in a naturalistic settings. The result of study suggests that

interaction play a positive role in invention of second language but

selectively smooth the progress of linguistic developments.

Long (1981) examine the different characteristics of native speaker

and non native speaker of a language. He tries to find out the role of

communicative approach in input of language learner. He conclude that

native speaker do a lot to pay compensation and try to avoid

communication collapse. They try to maintain the flow of conversation.

Chaudron (1983) states the role of comprehensible input in production

of vocabulary of a second language. Inventive input and pre customized

input is given to the learner. Pre modified input is consist paraphrasing,

 31

duplication of unique input and extra coincidence. His study suggest that

pre modified input is more helpful in learning a language and lead to the

better understanding of target language then original input.

On the other hand Hawkin (1985) failed to find out the positive role of

hypothesis was badly criticized by other researches because in his

hypothesis he said that only input is sufficient for comprehensible output.

A social theory by Vygotsky (1987) pointed out that language is positively

affected by social interaction. People can learn a language more

effectively when they have more social interaction so language is a

mediating tool for learning. Some researches show that when a learner

constructs linguistic knowledge the language is in the progress (Lapierre,

1994).

According to Foster (1987) and Skehan (1999) greater ease and

exactness which is obtained by structure task is revolve around familiar

information. When learner interacts with each other it leads to more

complication and precision. This research also provides us with

information that planning also promotes intricacy and smoothness.

Robinson (2001) and Ortega (2000) studies focus on the form of

language. They pointed out that when people interact with each other they

notice the features of their own language and then compare them with

speech of conversational partner. There output also motivates them to pay

 32

attention on language form and it helps to improve vocabulary of a

language. It is concluded that focus on form and meanings lead us to

inherent language learning.

Doughty and William (1998) state that form a language does not mean

that it is limited to grammar of a language but it includes all aspects of

second language including the lexical item of a language. These researches

show that focus of form also helpful in acquiring the lexical item of a

language. There is increasing evidence that interaction is helpful in

equitation of vocabulary with grammatical structures.

There is no pre- selection of form in study of Wallis (1996) and he point

Out that after the completion of task during language focus face teacher

should focus on form of a language. This face should lead to consolidation

and incorporation of new forms.

Beaton (1993)says that lexical items include various things such as

phonological demonstration, spellings and word group. Gaining of lexical

items is not an easy topic but it is intricate one. Acquisition of lexical

items does not mean to learn all the recognized aspects of words. The

purpose of most researches is to learn the basic words and meanings but it

does not mean to learn a word form successfully.

Firth and Wagner(1997) argued that tactic performance in second

language attainment research that explore acquisition through interactive

 33

communication are not incorrect but unfair by dropping social identity to

subjects coding quantifying facts.

Samud,s (2001) presented a model in which his focus was on pre

selection of forms and the role of teacher generated focus on forms. In

order to carry out the task learner need to use a specific L2 form. Such

type of tasks extracts the forms that are built into input but not without the

interference of teacher.

There are certain studies which show the acquisition of vocabulary

through tasks. The research studies of Ellis (1994) la de Fuente(2002) and

He(1999) are the example of lexical acquisition with the help of tasks.

These studies suggest that these types of tasks which are built while

learning a language are helpful in learning vocabulary. These tasks provide

learner with opportunity to use the lexical items and as a result they get

response from speakers.

These results also shows that interactive tasks in which learner are

obliged to produce the words are helpful in learning and getting high level

of oral vocabulary acquisition..Implied and unambiguous researches focus

on form shows that unspoken learning and classroom based tasks are

particularly designed to focus on the form of language and may be more

effectual in learning.
 34

Negotiation and vocabulary acquisition

Most familiar amendment of productivity during classroom discussion is

semantic, not morph syntactic variation is made (Faaster,1998) Analogous

research is conducted by Folodun in which negotiation for implication is

far more liable to concern lexical stuff then grammatical morphology

(Folodun,1993) According to Long.

Negative feedback obtained in negotiation work or elsewhere may

be facilitate of second language development at least for vocabulary

acquisition and morphology and language specific syntax

This circuitous proof may seem to point to that cooperation can play an

central role on 1.2 words attainment. Some experimental studies on

vocabulary achievement through discussion and they give opposing

conclusion. Loschky find that interface has optimistic result on vocabulary

understanding but not on acquirement or maintenance

Ellis says that pre adapted participation is more efficient then

interactional personalized effort in period of the number of new words per

minute or task. He says that concession resulted is better command and

accessible acquisition of terminology then pre modified input giving the

facts for relationships among contribution modified input giving the facts
 35

for a relationship among contribution modified through negotiation and

vocabulary acquisition furthermore.

Ellis find out that these learner not only obtain more expressions but

also retains it after a phase of 5 weeks.

He reports that this internationally adapted participation is less proficient

than pre modified input. He discovers out that concession may make easy

vocabulary acquisition by stir up the people to observe unidentified terms

in the input. However, the research is not competent to verify precisely

what inside cooptation caused learner in the negotiating situation to learn

extra vocabulary (Ellis 1995).

2.6 Pushed output, confrontation and lexical

acquirement

In majority of models of 1.2 vocabulary enlargement it is implicate that

the take steps of acquiring a word typically progress from receptive to

prolific information (Meara 1996). Acquiring creative information for a

utterance is a extra intricate job than acquiring a open inactive information

of it (Laufer, 1998).

In a quantities, longitudinal study on L2 vocabulary acquisition

Laufer observe that unreceptive words developed to a superior level than

do their vigorous use of words. This is so called area of ability stage is

 36

attributes to the lack of drills and responsibilities that bring out the new

vocabulary trained, Avoiding student from incorporating this vocabulary

in to gratis invention. Swain notices this lack of constructional ability

(1995) pre dominantly in the background of talkative tricks in which

learners have a possibility to make clear denotation.

There are three points of view to hold Swains input theory with

reverence to vocabulary acquisition. First vocabulary negotiation has been

shown to be a ordinary characteristics of communication among local

narrator and second language learner (Gas & Varonis 1985, Laufer 1998).

As Laufer states that If not pushed to use the words they may never

be activated and therefore remain in passive vocabulary only (Page 267).

In a similar way of research study is conducted by Ellis at all(1999)

recommend that confrontation may be helpful in prolific procession of

new vocabulary and find out that the students have use to chance items

they have begun to obtain and to get response from other speakers (p,483).

His study is debatably the primary study to display proof of the profit

of production on achievement of such vocabulary. The study investigates

the result of pre modified contribution interaction customized effort on the

accessible and creative acquisition of 1.2 words. They find that modified

output groups achieve higher level of gaining of words then any of other

groups. They also find on important distinction between the pre modified
 37

and the interactional modified input groups. They completed the

responsibilities that involve learners in joint. Difficulty solving contacts

where learners can be accountable for their own productivity are more

valuable in promoting expressions procession.

This study however opposing the outcome of Ellis at all (1994) by that

negotiation interaction in which learners do not create output lead to equal

level of vocabulary achievement than non negotiated pre modified

participation. A basic different between the studies is that time on mission

is a restricted variable in the later on but not in the previous.

Ehrlich & Yorio (1989) also find out those native speakers different in

quantity of information they give to learner in a problem solving tasks.

Whereas some adopt skeltonizing strategy. Other adopt an:

embroidering strategy. Ehrlich et el reports that the embroiders make

troubles for the learners by making it difficult for them to recognize

crucial information and the organization of communication tribulations on

the basis of this study the author conclude that.

The role of negotiation within the second language acquisition process

is still an open question (p, 411) The researchers have shown that the

larger amount of input that results from negotiation may not in itself give

support to knowledge. Conceivably not so much the number as the value

of negotiated participation is imperative.

 38

2.7 Lexical acquisition

Sato (1986) has pointed out that sense confrontation May sometime labor

Against, rather for, the possession of morphological features as intellectual

capacity of challenging utterances can be achieved devoid of learners

having to be present at such features in the input. This is less probable in

the case of wearisome lexical items. It is possible that learners will not be

conscious of grammatically supply of words.

They are liable to distinguish a lexical basis and consequently try to

find illumination of its meaning. In fact an assessment of the meaning

negotiation provide in the in print studies point out that the trouble

foundation is frequently lexical. The acquirement of innovative lexical

stuff is a intricate procedure. It involves discovering which the matter is

used in verbal communication and script.

It situational and practical uses, it sentence structure performance , its

fundamental figure and the variety that can be resultant from it, the set of

connections between it and other objects its semantic features and off

course a variety of association with the items (Richerd, 1976)

Learning an item dissimilar and most probably less tricky then learning

how to generate it. Unhappily, we so far identify little about how 1.2

learners steadily get all this information. One might convincingly except

that learners begins by ascertaining one meaning of an L2 items by

 39

establishing its reference by identifying and L1 corresponding by some

other means and then regularly fill out there data of the stuff as they letter

some across it.

By the process of negotiation peoples, can better understand each other

and can learn efficiently. During this process, Interlocutors can develop of

clearly of language input. Along with it, also construct the improved

understanding of the structure of language (Jepson, 2005).

De la Fuente examines the diverse outcome of computer-

Mediated massage and face contact is learning L2 vocabulary, find

out that either computer or text interaction, and face to face equally

support the vocabulary of a target language. It plays an equal role in

promoting the lexical items of language. He also discovers that computer

mediated Interaction is less valuable in promoting L2 words so that it may

not be the best answer for developing of fruit full, spoken skills to look

communication (De la Fuente, 2003).

Again he investigates the effect of three vocabulary session on the

learning of basic meaning, form and construction of Spanish vocabulary.

The result of this study shows that the kind educational approach has no

impact on immediate recovery of target words form, but it has an

impaction long term rescue of target forms. Both the task-based lesson is
 40

more effectual then the conventional way of learning vocabulary ( De la

Fuente 2006).

Another research conducted by Zhao and Bitchiner and 16

participants take part in this study and they substitute massage between

learner-learner and teacher-learner. They conclude that when we deal with

linguistic problems negotiation take place in both types of learning.

However, they notice that student to student interaction is more helpful in

learning a target language and this interaction make the learner able to.

Initiate opportunities for accessing language date for the immediate

resolution of language difficulties (Zhao & Bitchener, 2007 p.446)The

mixture of both contribution and communication in the classroom are the

imperative apparatus for the gaining of verbal communication both in

fully developed and immature learners.

Negotiation aids the learners to understand what the gap in their

language are and make them capable to shift toward common

understanding .confrontation have a permanent consequence on

remembrance and research find out that the procedure of confrontation is

very advantageous for learning the language items. (Young&Doughty,

1987)

A research conducted by Mackey et al (2000) and explored the

feedback given to learners as a result of that feedback. The result has

 41

shown that the learners obtained from native speaker are triggered by

difficulties with lexical items and feed back is about lexical items most of

the time.

When the learners are provided with morph syntactic form they fail it

identify it as in other cases they conclude that negotiation of meaning

rarely involve language rules but it deals with the phonological and lexical

characteristics of language. He says that when knowledge about form of

interaction is given it is more helpful and advantageous for learning.

Another research supports this point of view given by Mackey et al and

he says that interaction embodies into meaning aids learners to understand

the things. When learners face some problems negotiation helps them to

understand and eventually make a payment to successful second language

learning (Jeong, 2001)

When learners intermingle with each other and interact or try to

communicate with teachers they get some input and as a result they have

to produce some output. During a learning session, learners do not know

the language perfectly so during communication they commit some

mistakes and some time go wrong and as a result they misunderstand the

things.

When the things that happen is known as negotiation of meaning and

this term is used by(Ellis,1997) This may involve the use of different ways
 42

to make the things understandable for example using simpler words and

sentences or usage of gesture. Learners use the target language according

to their own choice in communicative perspective and it is fundamental

for upgrading of language.

A research shows the relationship between interaction and the

capability of learners to keep the vocabulary items of a language. The

research involves a group of primary school learners who learn with the

help of discussion can learn more successfully. They get high score in

learning vocabulary.24 students involve in the study and they reveal their

abilities to interrelate with each other regardless of their lack of expertise

in the language. This study proves that interaction makes the learners able

to attain and keep hold of the vocabulary for a longer phase so this type of

learners should promote in the class (Luan& Sappathy, 2011)

Foster (1998) states that interaction for sake of understanding is not a

strategy that applied by learners when they find some gaps in their

perceptive. In her study there is very small amount of indication that

shows that there is difference between laboratory and classroom

discussion concerning quantity of negotiation produced. There is very

little interaction in any of her task and based on data. She wind up that un

coached negotiation does not occur in classroom. According to her

 43

research discussion is not fruitful framework for negotiation because

teachers think it to be an unproductive for their lecture (Foster, 1998)

CHAPTER#3

RESEARCH
METHODOLOGY

3.1 INTRODUCTION

This chapter is developed to high light the research strategies methods and

note down the ways in which material has been gathered, verify the
 44

hypothesis made at the inauguration of the research..In order to maximize

the correctness of research the researcher employs a systematic study for

significant question by using different methods is termed as research

method. Research methodology on the other hand determines the way

through which data is collected and analyzed. (Marshal, 1998)

Research methods are those methods which are used by the researcher

while doing his research but research techniques are instruments and

performance used by the researcher such as inspection, data compilation,

and data processing so we can say that methods are more wide-ranging

and it produce techniques. The organized study of methods, techniques

and system is called research methodology.

The whole procedure around which a research revolve is known as

research methodology. It is a way to scientifically solve the research

problem so methodology means those ladders which are adopted by the

researcher while conducting research. It is fundamental to know the

distinction between research method and research methodology. This

research is designed to find out the role of negotiated interaction in

improving the vocabulary of English language.

 45

3.2 Types of research

Research methodology can be divided into two types.

Qualitative research methodology

Quantitative research methodology

Qualitative research methodology

A qualitative research is a type of research which involve a set of

research techniques which we get from a relatively little group of

respondent and is not analyzed in numerical form. In this type of

research there is unstructured way of collecting data for problem

enquiry. There is a solid reason to adopt this methodology which is

to discuss the variation about any topic, Issue or situation.

Numbers of participants are less in this type of research.

It is not as prearranged as the qualitative research. It does not

depend on the responses which researcher gets from participants. It

is research- dependent because researcher collect data and arrange

it according to his own perceptive and then alter it into information

so it is some time said as subjective because it is more researcher

 46

dependent. Data is collected and then analyzed in narrative or

expressive form.
There are different ways of data collection and researcher uses

many strategies to collect data that is observation semi structure

formal interviews. There is random sampling in this research.

Quantitative research methodology

Quantitative research methodology is a type of research which is

based on numerical form. Experimental evaluation of attitudes,

behavior or performance in the form of percentage is the main

purpose of this research design.

The result of this study can be shown in graphs, charts and tables. It

provides the deepest understanding of problems. There are large numbers

of participants takes part in this research and sample is not randomly

selected. Data is collected and then statistical conclusion and

generalizations formulated at the end of study. This method of enquiring

of problem is rigid and structured.

 47

3.3 Research design

The whole procedure which we adopt for the process of collecting data is

known as research design. The aim of this research is to find out the effect

of classroom discussion on the vocabulary of students.

The researcher tried to find out whether this technique affects a

student learning or not. By following this design researcher randomly

selected 20 students and ten teachers from NUML diploma level and

questionnaire was distributed among the students and teachers in this way

the data was collected. In the present research researcher used quantitative

research method because it was most suitable for this research and it

shows the result in facts and figures. It helped researcher to get reliable

data.

Variable
Variable is something which can be change according to the

situation value of one thing can change the value of another thing.
Whenever independent variable is present there is also an

dependent variable which change when independent variable in

positive or negative way.

There are two types of variable
Dependent variable
Injdependent variable
 48

This study includes two variables. Vocabulary of English language is

dependent variable and the use of negotiated interaction is independent

variable.

3.4 Population

All the subject matter you want to study so population is an entire group

of people to which researcher wishes to simplify the study conclusion. The

population of this research is all students and teachers of NUML English

diploma level

3.5 Sample

A sample is a group of peoples selected from a large population for

conducting a research. These people representing the whole population so

we can say that number of people whom we study during our research area

sample of research.

The main objective of selecting a sample is to make some claim

about larger population by studying the sample of that population. The

researcher randomly selected twenty students and ten teachers from

NUML diploma level as sample of her research study. The sample remains
 49

the same throughout the study. The participants of the study were willing

to take part in research and they were not forced to do so.

3.6 Research tools

Research tools are those equipments which are used to gather data by the

researcher. The researcher used questionnaire to collect data.

Types of questions in questionnaire

Questionnaires consist of two types of questions.

Open format questions

Closed format questions

Open ended questions are those questions in which participants

are allowed to give their own opinion and suggestions in a free flowing

manner. Respondent have right to give their own point of view which they

think is right. By open ended questions one can get unexpected and true

suggestions.

Close format questions.

In these types of questions multiple choice options are given to the

respondent and they are restricted to select from given options. The
 50

number of options are not limited they can be even or odd. Researcher

used both type of questions in her research to collect data. There were20

closed ended questions.10 questions were developed for teachers and other

10 were developed for students. There were also 5 open ended questions

for students in questionnaire.

 51

CHAPTER # 4

4.1 DATA COLLECTION AND ANALYSIS

Questionnaire (Filled by teachers)

STATEMENT OF QUESTION

Table no 1

Q1: Do you use new vocabulary items for teaching all language skills to

your students?

No of sometime Always Never

participants
10 3 6 1
 52

10
9
8
7
6
5
4 6
3
2 3

1 1

0
Some Time Always Never

The result of showed that teachers always use new vocabulary in

language classroom in order to improve the vocabulary of students. There

is very less percentage of those teachers who does not use any kind of new

vocabulary to teach their students.

Q2; Do you devise interesting activities to teach vocabulary skill to your

students?

No of Sometimes Always never

participants
10 4 3 3
 53

10
9
8
7
6
5
4
3 4
2 3 3

1
0
Some Time Always Never

The result of this question has shown that some teachers formulate

different activities to teach vocabulary to students but not all teacher use

such kind of activities in their classes

Q3: Do you allow your students to participate at the presentation stage?

No of Sometimes Always never

participants
10 3 7 0
 54

10
9
8
7
6
5
4 7

3
2 3

1 0
0
Some Time Always Never

Students learn more effectively when they take part in classroom

activities so it is concluded from this study that majority of teachers allow

their students to take part in class discussions and they also encourage

them to participate at presentation stage.

Q4: Do you provide correction to the mistakes committed by the students

while using vocabulary items in the classroom?

No of sometimes Always Never

participants
10 4 5 1
 55

10
9
8
7
6
5
4
3 5
4
2
1 1

0
Some Time Always Never

Mistakes are part of learning so it is concluded from the result of study

that 90% teachers help their students in correction of mistakes because it is

teacher responsibility to correct their students mistakes while learning.

Q5: Do you allow your students to ask any question related to different

words which they feel they do not understand?

No of Sometimes Always Never

participants
10 2 6 2
 56

10
9
8
7
6
5
4 6
3
2 2 2
1
0
Some Time Always Never

It is observed that 80% teachers allow the learners to ask questions about

the thing which seems more difficult during learning session. Mostly

teachers agreed that they do not forbid their students to ask questions in

classroom.

Q6: Do you devise task based activities for the students in order to

enhance their retention of vocabulary?

No of sometimes Always Never

participants
10 5 3 2
 57

10
9
8
7
6
5
4
3 5

2 3
2
1
0
Some Time Always Never

From this question researcher concluded that 30% teachers always devise

task based activities for students but 50% teachers sometime develop

activities for their students in order to retain the vocabulary.

Q7: Do you encourage your students at all stages of lesson plans?

No of sometimes Always Never

participants
10 3 7 0
 58

Chart Title

10

6
7
4
3
2
0
0
Some Time Always Never

The data collected for this question has shown that 70% teachers always

encouraged their students to plan their lesson and also aid them at every

stage of lesson plan. During this research did not agree that they

encourage their students in developing lesson plans.

Q8; Do you think the interaction is very important for the learning

vocabulary of L2 learners?

No of students Sometimes Always never

10 3 6 1
 59

10
9
8
7
6
5
4 6
3
2 3

1 1

0
Some Time Always Never

Interaction plays a very positive role in learning a language. Things

become clear to the learners when they interact with each others. From

this question the data shows that more than 60% teachers strongly agree

that interaction helps learns to learn more effectively. Some teachers do

not agree with this statement.

Q9: Do you think that the students learn through more if the teachers

provide her feedback in a positive way?

No of sometimes Always Never

participants
10 2 8 0
 60

Chart Title

10

6
8
4

2 2
0
0
Some Time Always Never

It is obvious that learning become more efficient if teachers provide their

feedback in positive way the result of this question also shows that

positive feedback is very important for learning and 80% teacher agreed

that positive feedback helps students to learn batter.

Q10: Do you think that negative feedback of the teacher result in less

participation of the students?

No of Sometimes Always Never

participants
10 3 6 1
 61

10
9
8
7
6
5
4 6
3
2 3

1 1

0
Some Time Always Never

During this research more than 60% teachers agreed that negative

feedback always discourage students but 30% teaches said that it is not

necessary that negative feedback cause less participation of learners.

Questionnaire (Filled by students)

Q1: Do you think vocabulary knowledge plays significant role in learning

and understanding foreign language?

No of Strongly Agree Neutral Disagree Strongly

participant Agree disagree

s
 62

20 9 8 1 2 0

10

6
9
8
4

2 2
1
0
0

Vocabulary is very important for learning a new language and it plays a

significant role in learning. During this research it is observed that

 63

vocabulary is the basic thing so more than 80% agreed that vocabulary

plays a significant role.

Q2: Do you think negotiation interaction helps learners to learn

vocabulary of target language?

No of Strongly Agree Neutral Disagree Strongly

participants Agree disagree

20 5 10 2 2 1

10

6 10
4
5
2 2 2
1
0
 64

Negotiated interaction is a way in which students interact with each other

and with teacher and through this technique students learn more

effectively. Majority of students agreed that negotiated interaction helps

learners to learn the vocabulary of target language.

Q3: Do you think that our educational system motivates teachers to use

negotiated interaction in L2 classrooms?

No of Strongly Agree Neutral Disagree Strongly

participant Agree Disagree

s
20 5 6 3 4 2

10

4 6
5
4
2 3
2
0
 65

Most of the students were in opinion that our educational system

motivates teachers to use the technique of negotiated interaction in L2

classroom but some students did not agree with this statement. Some

student did not respond to this question.

Q4: Do you think that students feel hesitation while having conversation

with teachers?

No Of Strongly Agree Neutral Disagree Strongly

Participant Agree Disagree

s
20 5 11 0 3 1

10

6 11

4
5
2 3
1
0
0
 66

It is seen that mostly students feel hesitation when they interact with

teachers. Majority of students agreed that they face problems and cannot

communicate with teacher due to hesitation. But some students do not feel

like that.

Q5: Do you think that negotiated interaction with class fellows has any

affect on vocabulary learning?

No of Strongly Agree Neutral Disagree Strongly

participant Agree disagree

s
20 6 9 1 3 1
 67

10

6
9
4 6
2 3
1 1
0

Negotiated interaction is a very important technique and it helps a lot in

learning the vocabulary of a language. Learners can get assistance from

conversational participants when they face any difficulty in conversation.

It is observed during observation and with the help of given data that

interaction helps a lot to learn a new language.

Q6: Do you think learning vocabulary is greatest problem in learning new

Language?

No of Strongly Agree Neutral Disagree Strongly

participant Agree Disagree

s
20 6 8 3 1 2
 68

10

6
8
4 6
2 3
2
1
0

Vocabulary is the key of any language without sufficient amount of

vocabulary one cannot convey his message properly so it is concluded

from this question that vocabulary play a central role so learning

vocabulary is the greatest problem in learning a new language.

Q7: Do you think that you can convey your message completely during

conversation?

No of Strongly Agree Neutral Disagree Strongly

participant Agree disagree

s
 69

20 6 5 5 2 2

10

4 6
5 5
2 2 2
0

From this question it is concluded that majority of people agreed that they

cannot convey their message properly while having a conversation with

other people. Learners are not good speakers of target language so it is

concluded that for them it is difficult to transfer their message completely.

Q8:Do you face problems in speaking English language ?

No of Strongly Agree Neutral Disagree Strongly

Participant Agree Disagree

s
 70

20 6 11 1 1 1

10

6 11

4 6
2
1 1 1
0

Majority of people face a lot of problems in speaking a foreign language.

Same is the case with English language and the data collected for this

question has proved that maximum people face problems in speaking

English language. The reason behind it is that students hesitate to speak

English.

Q9: Do you know how large your vocabulary is in target language?

 71

No of Strongly Agree Neutral Disagree Strongly

students Agree disagree

20 4 7 5 1 3

10

4 7
5
4
2 3
1
0

The data which is collected for this question has shown that large number

of participants know about their vocabulary. But there is also the people

who do not know how large their vocabulary of target language is. When

people negotiate with each other they can easily know about their

vocabulary.

Q10: Do you think that negotiated interaction is the best way to learn the

vocabulary of a language?
 72

No of Strongly Agree Neutral Disagree Strongly

participant Agree disagree

s
20 9 5 3 2 1

10

6
9
4
5
2 3
2
1
0

Negotiated interaction plays a positive role in development of vocabulary.

The result of this question has proved that negotiated interaction is the best

way to teach the vocabulary of a language. This is the technique which can

be used in classrooms to teach vocabulary because vocabulary play key

role in language learning.

 73

Open Ended Questions

Why vocabulary learning is very significant in

learning new language? Give your idea precisely.

Learning the vocabulary of a new language is very important because it

plays key role in communication and without having adequate amount of

vocabulary one cannot express his message appropriately. Majority of

learners learn a foreign language in order to communicate in that language

but if they dont have an adequate amount of amount of vocabulary then

they cannot communicate Q1: why vocabulary is very significant

in learning a new successfully.

Vocabulary learning is not only important for communication but it also

helps to learn the other skills of language perfect vocabulary helps learner

to be more proficient in language. It aids in learning the other skills of

language such as reading, writing and listening. Vocabulary is more

important than grammar of a language it helps us to understand what one

is hearing and also important in communication.

Vocabulary is central for learners because it is helpful for them in saying

whatever they want to say. When a learner learns the vocabulary of

particular areas such as politics, geography and science and others field
 74

like that they would be more aware about the current issues and they

would be more up to date.

Words shape our thoughts so as we increase our vocabulary it makes us

think more rationally and efficiently and as a result we become able to

give exclusive thoughts. Repetition of same words make the people bore

so novelty in the words creates interest of the peoples and they listen to us

more carefully.

Q2: what are the problems faced by the students in

development of vocabulary? Give suggestions.

There are many problems which are faced by the learner of a new

language some of the problems are discussed here which are mentioned by

the students of diploma level.

The main problem the student face during their learning period is to learn

the vocabulary. Learners dont have sufficient amount of vocabulary due

to which some time they failed to communicate and they cant convey

their messages to other people exactly what they want to say. When

someone learn a new word he has to learn different other things such as

how to pronounce, its spelling, how it can be change to , verb or adjective.

How it is inflicted and they also face problem of collocation it seems to be

 75

very easy to learn the vocabulary of language but actually it is a very

complex process.

English language has vast vocabulary as compare to other languages so

one cannot understand which words are worth learning because it is

impossible to learn each and every word of any language .Organization of

vocabulary is another problem of learners because they dont know how to

organize the vocabulary of a language. According to some people it is

crucial to know how to organize the vocabulary.

From data obtained from students is concluded that remembering the

vocabulary is another big problem of learners because what they learn

today they forget after two or three days. One should repeat the words

again and again and try to use those words in their conversation. Learners

should set proper time for memorizing the words daily and try to give

more time to difficult and complex words.

Q3: Do you think that in diploma level classes

negotiated interaction plays positive role in

improving L2 vocabulary? Give your opinion.

It is concluded from the data collected from participants that negotiated

interaction plays a very positive role because with the help of this

technique on can learn the target language more effectively. People get
 76

admission in diploma level because their main purpose is to make

themselves able to communicate effectively so negotiated interaction gives

them opportunity to speak and at the same time they also improve their

vocabulary.

When the learners interact with each other they can recognize their

mistakes and their inabilities and try to fill the gap by seeking the help of

their conversational partners. So in nut shell negotiated interaction plays a

significant role in learning vocabulary at diploma level.

Q4: In your opinion how one can develop his/her

vocabulary of a target language?

It is concluded from the data collected from students that one can build his

vocabulary by learning the prefixes and suffixes and the roots of the

words. One can learn the vocabulary by flash cards there are certain other

techniques for building the vocabulary.

Reading news paper daily or by watching English movies one can improve

this vocabulary. Reading novels and other books and by formulating the

list of unknown words can also aids to learn the vocabulary of a target

language. During reading or listening note down the unknown words and

there search there meanings in dictionary and write down their meanings.
 77

When someone read or listen a unfamiliar words he should stop there and

try to find out its meaning from the context as well as from dictionary.

These techniques will help the learners to improve their vocabulary of

format language in addition to this it helps in long term retention of words

in learner mind.

When someone learn a new word he should use it again and again and this

will help to sear the words into learner memory. One can also improve the

vocabulary obviously by rewarding the high literature, online magazines,

essays and variety of other subjects. The study of nonfiction and technical

books not only helps you to use new words in your speech but also helps

to think in a unique way.

By writing you can also improve your vocabulary try to write letters and

e-mail your friends in which you can use new words and surely improve

your vocabulary tried to learn accurate adjective and precise noun. Words

which reduce the number of words in your sentence would be a positive

improvement in your vocabulary learning.

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CHAPTER#5

CONCLUSION

Vocabulary plays a key role in learning a new language. Grammar of a

language is also important but the basic thing is the vocabulary of

language.

Construction of vocabulary does not mean to learn the vocabulary

which is related to second language learning. Second language learning

means to understand the language of people of other countries. Large

amount of vocabulary helps us to understand those people who have

different dialects.

It also aids us to understand different books and articles. Unknown

words in a passage create problems for readers and it looks dull and

tedious. When we Increase our vocabulary in different areas we become

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able to communicate properly and more effectively. Different use of

Words attracts the attention of people but repetition of words quickly bores

people.

This research was conducted in order to find out the role of negotiation

interaction in improving the vocabulary of language. The result of this

study has proved that negotiated interaction plays a positive role in

improving the vocabulary of a language.

It is concluded from present study that students can learn more when

they exchange their ideas with class fellows or teachers and in this way

they learn new vocabulary. Peer. Interaction plays a significant role in

lexical attainment.

Students can get assistance of their conversational partners during

interaction and in this way they recognize their gaps and inabilities and as

a result they try to fill their gaps and improve their vocabulary so that they

could communicate effectively.

In conclusion we may say that negotiated interaction is the best way to

improve the vocabulary of target language. On the basis of data collected

from teachers it is concluded that if teachers allow their students to

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participate in classroom discussion it would be more helpful for learners in

learning a new language.

5.1 SUGGESTIONS AND RECOMMENDATIONS

The analysis of the data and findings of this study leads to the following

suggestions and recommendation.

In conclusion it is suggested that negotiated interaction is best way to

improve the vocabulary of a language so teachers should use this

technique in language class. Teachers should encourage peer interaction in

learning a language because research study has proved that it aids learners

to improve and retain vocabulary for long time.

English language is international language so learning its

vocabulary is very important so it can be improved by reading

books of high literature

English speaking proficiency can be improved by motivating

students to communicate only in English in the school premises.

One can improve his or her English vocabulary by watching

English movies and English News.

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By speaking English in normal routine, even with colleagues and

ones own children at home.