This study researched what vocabulary negotiation moves occurred during a simulated medical interaction as well as how these negotiation moves contribute to the acquisition and retention of vocabulary and medical instructions. Vocabulary was selected as the focus of analysis per Foster and Ohta's (2005) suggestion that communication breakdowns preceding negotiation are more likely to surround lexical items. The study used an information gap task between speakers of English as an Additional Language (EAL) and pre-clerkship medical students in which EAL speakers played a patient with chest and stomach discomfort and medical students acted as doctors diagnosing their condition. EAL speakers used a list of symptoms provided to explain their condition to the medical student. The student then asked questions according to a guide provided to diagnose the EAL speaker and discuss a treatment plan. Participants completed a second, similar task as a simulated follow-up visit, and then I invited all participants to complete a stimulated recall interview. Analysis included coding for negotiation in the form of confirmation checks, comprehension checks, and clarification requests as well as semantic modifications classified according to Foster and Ohta's (2005) categories. This analysis of the interaction was compared to measures of the EAL speakers' vocabulary and comprehension. Results showed that clarification requests and semantic modification appear to play a role in vocabulary retention, while confirmation checks do not. Comprehension checks were less frequent than other moves and thus I could not quantitatively analyze their effect.
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