Computer Mediated Communication (CMC)

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Computer Mediated Communication (CMC)
SLAT 583 Materials Design

• Tina Badstübner

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What is CMC ?

• The use of computers and computer local area
  networks (LANs) for communication purposes
  (spontaneous and written)
• We differentiate between asynchronous (e.g.
  e-mail, message boards) and synchronous (e.g.
  chat, MOOs, instant messengers) forms of CMC
• Useful tool for FL instruction
• Programs available at UA COH Chat Client, IRC
  Français public programs AOL, MSN, Yahoo

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Instructional Origins

• The use of LANs in native-speaker English
  instruction began in the mid-1980s at Gallaudet
  University
• Batson developed the idea of electronic networks
  for interaction (ENFIs) to provide deaf students
  with a means to communicate in English with the
  ultimate goal of developing their writing skills
• Since the late 1980s, there has been an increased
  interest in implementing synchronous CMC in ESL
  and FL learning

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Advantages of CMC

• Bridges the gap between written and oral
  expression in the TL
• Slows down the communication process and provides
  more time for reflection
• Allows students to express themselves more
  openly, and at their own pace
• Lowers the affective filter, creates an
  anxiety-free environment (students are not put on
  the spot)
• Encourages students use of the TL
  (code-switching is rare in CMC situations)

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More Advantages of CMC

• Changes the role of the instructor to that of a
  facilitator, interaction is more student-driven
• Students become guides for each other in a
  decentralized lab-classroom
• Promotes an inclusive environment all students
  participate equally
• Aids in the formation of a special linguistic
  community which is beneficial for FL learning
• Written records of the discussions (transcripts)
  can be saved and used for follow-up activities in
  the traditional classroom

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Pen and Paper Writing Synchronous Conferencing
Formal accuracy Global coherence Reinforcement of canonical written discourse conventions Uninterrupted exploration of ones own personal voice Fluency of self-expression Interactive responsiveness Blend of orate and literate forms of communication Juxtaposition of multiple voices and perspectives
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Pen and Paper Writing Electronic Mail
Normally limited audience (teacher) Often limited communicative purpose (display of competence) Tends to be perceived as relatively permanent and on record Intensive, recursive process that fosters elaboration and development of ideas Adherence to formal norms (language, genre, style) Contact with real people outside the classroom Wide range of communicative purposes (informing, persuading) Tends to be perceived as relatively ephemeral and disposable Emphasis on speed an succinctness of expression Adherence to formal norms tends to be relaxed (e.g., mixing of genres, mistakes)
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Implications Materials Design

• Technology-Led Approach the technological
  capabilities of tools provide the foundation for
  the design of pedagogical tasks
• Problems
• Learning objectives are determined by the
  technical features of the tool.
• Neglect of important factors related to the
  effective implementation of the pedagogical
  procedure
• The role of the learner or the learning process
  may be neglected

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Implications Materials Design

• The rejection of a technology-driven approach to
  pedagogical design does not necessarily imply a
  Theory-Driven Approach
• Requiring CALL instruction to be theory-driven is
  unnecessarily restrictive
• Levy (1997) argued for a fit between the
  capabilities of technology and the demands of the
  learning objective
• Early consideration of the technology to be used
  is important

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Principles for Materials Design

1. Identify the features that distinguish CMC from
   other communication media in general (increased
   access to interaction and the emergence of a new
   communication medium)
2. Identify the constraints brought about by the
   specific environment in which CMC takes place
3. Analyze the potential pedagogical benefits of the
   instructional activities implemented in CMC

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Keep in mind

• Given that L2 interaction in CMC environment
  does not contain any built-in pedagogical
  objective, the instructional goals and the
  implementation of the procedures to achieve those
  goals will be the responsibility of L2 pedagogues
  (Salaberry, 2000).

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Sample Activity
(created by Senta Goertler Zizi Otus)
Go to the websites and find out your Chinese
sign. Gather information about your sign such as
personality traits, compatibility with other
signs, and famous people with your sign. Then go
to the chat and introduce yourself without
revealing your sign. Your partner will do the
same. Try to guess each others sign based on the
information posted on the websites. http//mrl.nyu
.edu/liaos/horoscope_old.html http//www.tuvy.co
m/entertainment/chinese_horoscope.htm
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Bibliography

• Beauvois, M. Computer-Mediated Communication
  (CMC) Technology for Improving Speaking and
  Writing. In Bush. Technology-Enhanced Language
  Learning. NYC, 1997, 165-184.
• Salaberry, M. Pedagogical Design of Computer
  Mediated Communication Tasks Learning Objectives
  and Technological Capabilities. MLA, Vol. 84(1),
  Spring 2000, 28-37.
• Omaggio-Hadley, A. Teaching Language in Context.
  (3rd Edition) Boston Heinle Heinle, 2001.