Negociación de sentidos en un aula de japonés L2

Abstract

This is an ethnographic and interpretative research inside a Japanese L2 classroom. From a standpoint that highlights the performative uses of language; this work focuses on interaction and specifically on the moments of meaning negotiation during the class. Through the analysis of the strategies and tactics (Long; 1983; Da Silva; <i>et al.</i>; 1992) used in that process; this argument highlights meaning negotiation as a factor that brings the students opportunities to try and develop their own competences on the target language. It is considered that; by identifying the moments of negotiation; the teacher could be able to develop strategies to maximize the opportunities to promote learning as a social end interactive process.