Startseite Linguistik & Semiotik Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings
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Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings

  • Lina Lee
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Electronic Discourse in Language Learning and Language Teaching
Ein Kapitel aus dem Buch Electronic Discourse in Language Learning and Language Teaching

Abstract

This paper reports on a study that explored how nonnative speakers (NNSs) interacted with native speakers (NSs) in a chat room. Fifteen university students worked collaboratively with expert speakers to complete six task-based activities. The findings indicated that online communication fostered high levels of interaction using various types of negotiation strategies. Students benefited from being exposed to a wide range of functional discourse produced by the NSs. Further, expert scaffolding increased students’ awareness of linguistic forms that led to modified output including self-repairs. Students, however, experienced difficulties comprehending linguistic variations including regionalisms. Students also failed to perform certain tasks, such as direct and indirect speech acts. The results suggest that learners not only need to work toward maintaining a balance between fluency and accuracy, but also develop their intercultural communication skills in order to successfully engage in online exchanges with NSs. Expert speakers, on the other hand, need to be aware of not over intervening in the interaction. The study concludes that text-based chat involving NSs is a powerful mediating tool for the enrichment of language learning that goes beyond a traditional classroom setting.

Abstract

This paper reports on a study that explored how nonnative speakers (NNSs) interacted with native speakers (NSs) in a chat room. Fifteen university students worked collaboratively with expert speakers to complete six task-based activities. The findings indicated that online communication fostered high levels of interaction using various types of negotiation strategies. Students benefited from being exposed to a wide range of functional discourse produced by the NSs. Further, expert scaffolding increased students’ awareness of linguistic forms that led to modified output including self-repairs. Students, however, experienced difficulties comprehending linguistic variations including regionalisms. Students also failed to perform certain tasks, such as direct and indirect speech acts. The results suggest that learners not only need to work toward maintaining a balance between fluency and accuracy, but also develop their intercultural communication skills in order to successfully engage in online exchanges with NSs. Expert speakers, on the other hand, need to be aware of not over intervening in the interaction. The study concludes that text-based chat involving NSs is a powerful mediating tool for the enrichment of language learning that goes beyond a traditional classroom setting.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
https://doi.org/10.1075/lllt.25.10lee

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
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Heruntergeladen am 7.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.25.10lee/html
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