7. The cyber language exchange
-
Shannon Sauro
Abstract
This study examines the text-chat interaction of second language learners and teacher trainees engaged in an online exchange linking classes in two countries: Sweden and the United States. During the semester, students met online for 6 sessions using the chat program Live Messenger. As part of the exchange, each U.S. student served as a tutor and chat partner for Swedish students on four writing tasks. These tasks were designed in accordance with language features (i.e. the zero article, agreement, possessives) and topics (i.e. human rights, environmental issues, Swedish and US culture) relevant for both classes. Chatscripts from focal participants’ interactions were analyzed to explore the potential to foster attention to form in text-chat based telecollaboration that emphasized L2 writing.
Abstract
This study examines the text-chat interaction of second language learners and teacher trainees engaged in an online exchange linking classes in two countries: Sweden and the United States. During the semester, students met online for 6 sessions using the chat program Live Messenger. As part of the exchange, each U.S. student served as a tutor and chat partner for Swedish students on four writing tasks. These tasks were designed in accordance with language features (i.e. the zero article, agreement, possessives) and topics (i.e. human rights, environmental issues, Swedish and US culture) relevant for both classes. Chatscripts from focal participants’ interactions were analyzed to explore the potential to foster attention to form in text-chat based telecollaboration that emphasized L2 writing.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
-
Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
-
Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
-
Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
-
Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
-
Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
-
Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
