La interacción mediada por el ordenador en el aula de lengua extranjera: experiencias y reflexiones

• Autores: Asunción Martínez Arbelaiz
• Localización: RELATEC: Revista Latinoamericana de Tecnología Educativa, ISSN-e 1695-288X, Vol. 6, Nº. 2, 2007, págs. 127-138
• Idioma: español
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este estudio se compara la interacción cara a cara con la interacción mediada por el ordenador de cuatro aprendices de español como lengua extranjera con cuatro nativos en el contexto de una universidad estadounidense. El estudio revela que los alumnos tuvieron dificultades en comprender el habla oral de los nativos, mientras que la naturaleza escrita, aunque informal, del chat les facilitó la comprensión del input, manteniendo su carácter interactivo. Si bien es cierto que un análisis pormenorizado de estos datos muestra que las transcripciones del lenguaje oral contienen más rasgos discursivos cooperativos que las del lenguaje mediado por el ordenador, las sesiones con nativos por medio de chat pueden hacer de puente o transición para el momento en el que aprendices de nivel intermedio inicien conversaciones espontáneas con hablantes nativos de la lengua meta.

  • English

    This study compares face-to-face interaction with computer-mediated interaction by four learners of Spanish as a foreign language with four native speakers in the context of an American university. The study reveals that the four students had difficulties understanding the oral speech of the native speakers, while the written nature, although informal, of the chat facilitated input comprehension, preserving its interactive nature. A detailed analysis of these data shows that the oral language has more discursive cooperative features than the computer mediated discussions, although the sessions with native speakers through the chat are proposed to be a suitable bridge or transition to the moment when learners attempt to initiate conversations with native speakers of the target language.

• Referencias bibliográficas
  • Ayoun, D. (2002). The role of negative and positive feedback in the Second Language Acquisition of the passé composé and the imparfait. The...
  • Braidi, S.M. (2002). Reexamining the role of recasts in native-speaker/non-native speaker interactions. Language Learning, 52 (1), 1-42.
  • García Mayo, M.P. y Pica, T. (2000). L2 learner interaction in a foreign language setting: Are learning needs addressed? International Review...
  • Iwasaki, J. y Oliver, R. (2003). Chat-line interaction and negative feedback. Australian Review of Applied Linguistics, 17, 60-73.
  • Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in...
  • Lee, L. (2004). Learners´ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning...
  • Leeman, J. (2003). Recast and second language development. Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.
  • Long, M. (1996). The role of the linguistic environment in second language acquisition. En W.C. Titchie y T.K. Bhatia (Eds.), Handbook of...
  • Long, M., Inagaki, S. y L. Ortega (1998). The role of implicit negative feedback in SLA: models and recasts in Japanese and Spanish. The Modern...
  • Mackey, A. y Philp, J. (1998). Conversational interaction and second language development: recasts, responses, and red herrings? The Modern...
  • McDonough, K. y Mackey, A. (2006). Responses to recasts: repetitions, primed production, and linguistic development. Language Learning, 56...
  • Muranoi, H. (2000). Focus on form through interaction enhancement: integrating formal instruction into communicative task in EFL classrooms....
  • Philp, J. (2003). Constraints on “noticing the gap”: Nonnative speakers´ noticing of recasts in NS-NNS interaction. Studies in Second Language...
  • Pica, T. (1994). Research on negotiation: What does it reveal about secondlanguage learning conditions, processes, and outcomes? Language...
  • Swain, M. (2005). The output hypothesis: Theory and research. En E. Hinkel (Ed.), Handbook of research in second language teaching and learning....
  • Trenchs Parera, M. (2001). Nuevas tecnologías para el autoaprendizaje y la didáctica de lenguas. Lleida: Milenio.
  • Tudini, V. (2003). Using native speakers in chat. Language Learning and Technology 7 (3), 141-159.
  • Varonis, E.M. y Gass, S.M. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6 (1), 71-90.
  • Yamada, M. y Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance...