Extending talk on a prescribed discussion topic in a learner-native speaker eTandem learning task

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Standard

Extending talk on a prescribed discussion topic in a learner-native speaker eTandem learning task. / Black, Emily.
in: Language Learning in Higher Education, Jahrgang 7, Nr. 1, 05.2017, S. 161-184.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Harvard

APA

Vancouver

Bibtex

@article{da054130d62a4bb98b78cfab532ce0c9,
title = "Extending talk on a prescribed discussion topic in a learner-native speaker eTandem learning task",
abstract = "Opportunities for language learners to access authentic input and engage in consequential interactions with native speakers of their target language abound in this era of computer mediated communication. Synchronous audio/video calling software represents one opportunity to access such input and address the challenges of developing pragmatic and interactional competence (Barron and Black 2015, Constructing small talk in learner-native speaker voice-based telecollaboration: A focus on topic management and backchanneling. System 48. 112-128). The synthesis of telecollaborative technology with the development of pragmatic and interactional competence is an area of burgeoning research (Taguchi 2011, Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics 31. 289-310). The present study represents a contribution to this growing area set in the particular context of an eTandem partnership. Data is drawn from Language LINC, a corpus of telecollaborative eTandem interactions between German-speaking learners of English and English-speaking learners of German. The eTandem meetings that comprise this corpus were centred around tasks to be completed for the students' respective language classes. The study investigates how learners and native speakers manage a prespecified discussion topic set for the English portion of an eTandem meeting. As the topic is prescribed, it imposes constraints on the students' interactions and requires them to continue talk on this topic for an extended amount of time. Student participants delimit their talk by clearly initiating and later closing down the topic. Within these boundaries, questions are used as a resource to confront the interactional problem of extending talk on the prescribed topic.",
keywords = "CMC, Conversation analysis, ETandem, Interactional competence, L2 pragmatics, Telecollaboration, Topic management, English",
author = "Emily Black",
year = "2017",
month = may,
doi = "10.1515/cercles-2017-0005",
language = "English",
volume = "7",
pages = "161--184",
journal = "Language Learning in Higher Education",
issn = "2191-611X",
publisher = "Walter de Gruyter",
number = "1",

}

RIS

TY - JOUR

T1 - Extending talk on a prescribed discussion topic in a learner-native speaker eTandem learning task

AU - Black, Emily

PY - 2017/5

Y1 - 2017/5

N2 - Opportunities for language learners to access authentic input and engage in consequential interactions with native speakers of their target language abound in this era of computer mediated communication. Synchronous audio/video calling software represents one opportunity to access such input and address the challenges of developing pragmatic and interactional competence (Barron and Black 2015, Constructing small talk in learner-native speaker voice-based telecollaboration: A focus on topic management and backchanneling. System 48. 112-128). The synthesis of telecollaborative technology with the development of pragmatic and interactional competence is an area of burgeoning research (Taguchi 2011, Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics 31. 289-310). The present study represents a contribution to this growing area set in the particular context of an eTandem partnership. Data is drawn from Language LINC, a corpus of telecollaborative eTandem interactions between German-speaking learners of English and English-speaking learners of German. The eTandem meetings that comprise this corpus were centred around tasks to be completed for the students' respective language classes. The study investigates how learners and native speakers manage a prespecified discussion topic set for the English portion of an eTandem meeting. As the topic is prescribed, it imposes constraints on the students' interactions and requires them to continue talk on this topic for an extended amount of time. Student participants delimit their talk by clearly initiating and later closing down the topic. Within these boundaries, questions are used as a resource to confront the interactional problem of extending talk on the prescribed topic.

AB - Opportunities for language learners to access authentic input and engage in consequential interactions with native speakers of their target language abound in this era of computer mediated communication. Synchronous audio/video calling software represents one opportunity to access such input and address the challenges of developing pragmatic and interactional competence (Barron and Black 2015, Constructing small talk in learner-native speaker voice-based telecollaboration: A focus on topic management and backchanneling. System 48. 112-128). The synthesis of telecollaborative technology with the development of pragmatic and interactional competence is an area of burgeoning research (Taguchi 2011, Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics 31. 289-310). The present study represents a contribution to this growing area set in the particular context of an eTandem partnership. Data is drawn from Language LINC, a corpus of telecollaborative eTandem interactions between German-speaking learners of English and English-speaking learners of German. The eTandem meetings that comprise this corpus were centred around tasks to be completed for the students' respective language classes. The study investigates how learners and native speakers manage a prespecified discussion topic set for the English portion of an eTandem meeting. As the topic is prescribed, it imposes constraints on the students' interactions and requires them to continue talk on this topic for an extended amount of time. Student participants delimit their talk by clearly initiating and later closing down the topic. Within these boundaries, questions are used as a resource to confront the interactional problem of extending talk on the prescribed topic.

KW - CMC

KW - Conversation analysis

KW - ETandem

KW - Interactional competence

KW - L2 pragmatics

KW - Telecollaboration

KW - Topic management

KW - English

UR - http://www.scopus.com/inward/record.url?scp=85029391280&partnerID=8YFLogxK

U2 - 10.1515/cercles-2017-0005

DO - 10.1515/cercles-2017-0005

M3 - Journal articles

AN - SCOPUS:85029391280

VL - 7

SP - 161

EP - 184

JO - Language Learning in Higher Education

JF - Language Learning in Higher Education

SN - 2191-611X

IS - 1

ER -

DOI

Zuletzt angesehen

Forschende

  1. Jonathan Pargätzi

Publikationen

  1. Finding the Best Match — a Case Study on the (Text‑) Feature and Model Choice in Digital Mental Health Interventions
  2. Learning Analytics and Personalized Learning
  3. Generalized self-efficacy as a mediator and moderator between control and complexity at work and personal initiative
  4. Heterogenous activation of dynamic recrystallization and twinning during friction stir processing of a Cu-4Nb alloy
  5. Sustainable Wireless Sensor Networks for Railway Systems Powered by Energy Harvesting from Vibration
  6. I share because of who I am: values, identities, norms, and attitudes explain sharing intentions
  7. Portuguese part-of-speech tagging with large margin structure learning
  8. Mining for critical stock price movements using temporal power laws and integrated autoregressive models
  9. DECODING SUSTAINABILITY IN THE HEALTHCARE SYSTEM. TEACHING STUDENTS HOW TO PROBLEMATIZE COMPLEX CONCEPTS
  10. Folding into being
  11. How cognitive issue bracketing affects interdependent decision-making in negotiations
  12. Subsistence and substitutability in consumer preferences
  13. Challenging the status quo of accelerator research: Concluding remarks
  14. Worse is worse and better doesn't matter?
  15. An introduction to sliding mode control for interdisciplinary education
  16. A microsystem for growth inhibition test of Enterococcus faecalis based on impedance measurement
  17. Process characteristics of constrained friction processing of AM50 magnesium alloy
  18. Implicit and explicit horizons
  19. Learning to collaborate from diverse interactions in project-based sustainability courses
  20. Comparison of Supervised versus Self-Administered Stretching on Bench Press Maximal Strength and Force Development
  21. An introductional lecture on chaotic systems through Lorenz attractor and forced Lotka Volterra equation for interdisciplinary education
  22. CSR
  23. Exploring governance learning
  24. Digital language teaching after COVID-19: what can we learn from the crisis?