Learning through online communication: Findings and implications from second language research

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Learning through online communicationFinding
s and implications from second language research
THE UNIVERSITY of York
December 7, 2004

• Carol A. Chapelle
• Iowa State University

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Elearning vs. Classroom
Why would we expect to find significant
differences if we do exactly the same thing in
the two modes of learning? (Garrison
Anderson, 2003, p. 6)
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Part 1 L2 Research Questions Findings
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Analytic Perspectives
Description Evaluation Critical Analysis
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Description

• Analysis of functions
• Conversation analysis
• Play

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Interactional competence
Evidence in functions such as 1. Questions and
answers Stephen, warum fährst du nach San
Antonio? 2. Statements and imperatives Aber AM
ist zu konservativ. Die Studenten
tragen Armystiefl. 3. Discourse
management James, ist das eine
Frage? (Chun, 1994)
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Description

• Analysis of functions
• Conversation analysis
• Play

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Conversation Analysis
Description of conversation For example, In
many cases, pre-closings present some kind of
justification or reason why the speaker is
leaving, as if he or she were trying to avoid
conveying a negative feeling such as boredom or
disinterest to the room (Negretti, 1999, p. 84).
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Description

• Analysis of functions
• Conversation analysis
• Play

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Play
Example of play from private speech in a
chat Meine Bologna hat ein erste Nammen, ist
O-S-C-A-R Mein Bologna hat ein sveiste Nammen,
ist M-E-Y-E-R.S! (Warner, 2004, p. 7)
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Description

• Analysis of functions
• Conversation analysis
• Play

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The Problem of Evaluation
Online learning is one facet of a
multidimensional process Learners often determine
what is learned Research requires a delicate
analysis
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Evaluation

• Negotiation of meaning
• Nominating and sustaining topics
• Langauge as rehearsal
• Emergent grammatical competence
• Development of pragmatic competence
• Intercultural competence

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Voice Chat
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Evaluation

• Negotiation of meaning
• Nominating and sustaining topics
• Language as rehearsal
• Emergent grammatical competence
• Development of pragmatic competence
• Intercultural competence

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Explaining topic completion
Natural conclusion 70 Abrupt conclusion
30 Multiple topics in a message Lack of
explicitness Syntactic error Pragmatic error...
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Text Chat as Rehearsal
...second, I do not think so. I need a chinese
guy Because here is American, I think youd
better accept an American... We can improve out
english by many other ways, no, I will refuse
your second point. (Compton, 2002, p. 115)
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Evaluation

• Negotiation of meaning
• Nominating and sustaining topics
• Langauge as rehearsal
• Emergent grammatical competence
• Development of pragmatic competence
• Intercultural competence

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Telecollaboration
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Grammatical Development
Cataphoric Reference
(Engl) mind about that...
Anaphoric Reference
(Engl) There
(Engl) What do you think about that?
Formulaic Expressions
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Pragmatic Development Pronoun Choice in French
vous
FRENCH PROFESSOR
tu
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Evaluation

• Negotiation of meaning
• Nominating and sustaining topics
• Langauge as rehearsal
• Emergent grammatical competence
• Development of pragmatic competence
• Intercultural competence

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Critical Perspectives
Expand the scope of research beyond the
classroom Do not view technology as generically
there (Thorne, 2003) Capture transformative
processes afforded by learners technology use
for their own purposes
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Part 2 Implications
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Implications

• The Language of Learning
• Assessment of Learning
• Grounding in Educational Research Methods
• Advanced-Level Study

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The Mode Continuum
you felt the magnets attractyou felt it
repelling
S
T
theyre not pushing
they attracted
It sticks together
(Gibbons, 2002)
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The Mode Continuum
you felt the magnets attractyou felt it
repelling
S
T
theyre not pushing
they attracted
It sticks together
(Gibbons, 2002)
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Implications

• The Language of Learning
• Assessment of Learning
• Grounding in Educational Research Methods
• Advanced-Level Study

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Assessment of Learning
Wide range of learning
Assessment
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Implications

• The Language of Learning
• Assessment of Learning
• Grounding in Educational Research Methods
• Advanced-Level Study

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Research Methods
Research Methods in Second Language Acquisition
Theory about Second Language Acquisition
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Research Methods
Research Methods in Second Language Acquisition
Research Methods for Learning through Online
Communication
?
Theory about Second Language Acquisition
Curriculum and Teaching Practice
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Implications

• The Language of Learning
• Assessment of Learning
• Grounding in Educational Research Methods
• Advanced-Level Study

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Learning is learning to mean The prototypical
resource for making meaning in language (Hallida
y, 1993, p. 113)
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Learning through online communicationFinding
s and implications from second language research
THE UNIVERSITY of York December 7, 2004

• Carol A. Chapelle
• Iowa State University

37
(No Transcript)