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Robert Blake
University of California at Davis |
Computer Mediated Communication (CMC) in L2 contexts
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| This colloquium explores the nature of synchronous CMC in specific L2 learning environments from a variety of SLA perspectives that include interactionist, psycholinguistic, sociocultural, and international concerns. The data come from native speaker/learner and learner/learner exchanges both at home and abroad using textual, audio and, in some cases, video channels. |
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Papers
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Learner errors and collocations in Instant Messenger negotiated exchanges |
| Susana Sotillo, Montclair State University |
This study investigates type and frequency of learner errors in Yahoo! Instant Messenger (IM) chat logs and tape-recorded exchanges between ESL learners and their native-speaker or more advanced non-native speaker partners. A concordancer (MonoConc) was used to analyze learner errors and collocations. Awareness of errors through corrective feedback in IM negotiated interaction may facilitate L2 development. |
Corpus-driven approaches to the development of L2 pragmatic competence |
| Julie Belz, Penn State University |
This paper explores sociocultural approaches to the development of L2 pragmatics in telecollaborative language learning partnerships. Data are drawn from Telekorp, the Telecollaborative Learner Corpus of English and German, a bilingual, longitudinal database comprising five cycles (2000-2004) of computer-mediated interaction between learners and expert speakers of German. |
The psycholinguistics of chat: working memory |
| Scott Payne, Penn State University |
Previous SLA research suggests that cognitive capacities modulate L2 performance and development. This paper reports findings from investigations into the relationships between individual differences in working memory, patterns of chatroom language use, and L2 development, and argues that synchronous CMC provides a unique environment for examining SLA from a psycholinguistic perspective. |
Tandem learning in MOOs: Towards autonomy in learning and teaching |
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Klaus Schwienhorst, Trinity College, Dublin
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Tandem learning, a language-learning framework based on principles of learner autonomy, is particularly effective in text-based CALL environments. I will outline (1) how this combination of pedagogy and technology supports reflection, interaction, and experimentation; (2) helps L2 learners become more autonomous; and (3) affects the role of the teacher. |
New approaches in analyzing synchronous CMC interactional data |
| Bryan Smith, Arizona State University |
This paper reports on a study of synchronous CMC in a second and foreign language context where a methodological approach synchronizing learner chat data with a video and audio record was employed. Implications for how this approach affects the coding and interpretation of synchronous CMC data will be discussed |
