Telecollaboration in a secondary school context: Negotiation of meaning in English as a lingua franca/Spanish tandem interactions

• Pennock-Speck, Barry ^[1] ; Clavel Arroitia, Begoña ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: @tic. revista d'innovació educativa, ISSN-e 1989-3477, Nº. 15, 2015 (Ejemplar dedicado a: Autumn (July-December)), págs. 74-81
• Idioma: inglés
• DOI: 10.7203/attic.15.6411
• Títulos paralelos:
  • La telecolaboración en un contexto de educación secundaria: La negociación de significado en interacciones de inglés como lengua franca/tándem español
  • La telecol.laboració en un context d'educació secundària: La negociació de significat en interaccions d'anglés com a llengua franca/tàndem espanyol
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    En este artículo presentamos nuestra investigación sobre la negociación de significado en dos interacciones con los mismos estudiantes españoles y alemanes de 16 años de edad en colegios de España y Alemania respectivamente. Las interacciones incluyen dos constelaciones de idioma, es decir, inglés como lengua franca y un tándem español. Nuestra investigación se llevó a cabo dentro del proyecto Telecollaboration for Intercultural Language Acquisition project (TILA). Nuestro análisis cualitativo de la interacción demuestra que la telecolaboración ofrece muchas oportunidades para la comprensión y el aprendizaje. No hemos encontrado pruebas concluyentes para apoyar la hipótesis de que la negociación de significado es muy diferente en los dos tipos de constelaciones de idioma.

  • English

    In this article we present our research into the negotiation of meaning in two interactions involving the same 16-year old Spanish and German students based in schools in Spain and German respectively. The interactions involved two language constellations, that is, English as a lingua franca and a Spanish tandem. Our research was carried out within the Telecollaboration for Intercultural Language Acquisition project (TILA). Our qualitative analysis of the interactions demonstrates that telecollaboration offers many opportunities for comprehension and learning. We have not found conclusive evidence to support the hypothesis that negotiation of meaning is very different in the two types of language constellation.

  • català

    En aquest article presentem la nostra investigació sobre la negociació de significat en dos interaccions amb els mateixos estudiants espanyols i alemanys de 16 anys d'edat en col·legis d'Espanya i Alemanya respectivament. Les interaccions inclouen dos constel·lacions d'idioma, és a dir, anglés com a llengua franca i un tàndem espanyol. La nostra investigació es va dur a terme dins del projecte Telecollaboration for Intercultural Language Acquisition project (TILA). La nostra anàlisi qualitativa de la interacció demostra que la telecol.aboració ofereix moltes oportunitats per a la comprensió i l'aprenentatge. No hem trobat proves concloents per a recolzar la hipòtesi de que la negociació de significat és molt diferent en els dos tipus de constel·lacions d'idioma.

• Referencias bibliográficas
  • Beauvois, Margaret Healey. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion....
  • Belz, Jackie. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning &...
  • Blake, Robert. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120–136....
  • Blake, R.; Zyzik, Eve. (2003). Who’s helping whom?: Learner/heritage speakers’ networked discussions in Spanish. Applied Linguistics, 24(4),...
  • Chun, Dorothy M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22 (1), pp. 17-31. doi:...
  • Fernández-García, Marisol; Asunción Martínez-Arbelaiz (2002). Negotiation of meaning in nonnative speaker-nonnative speaker synchronous discussions....
  • Gass, Susan M.; Evangeline. M. Varonis (1985). Task variation and nonnative/nonnative negotiation of meaning. Input in Second Language Acquisition....
  • Gass, Susan M.; Evangeline M. Varonis (1986). Sex differences in non-native speaker/nonnative speaker interactions. Talking to learn: Conversation...
  • Hewitt, Jim; Clare Brett (2007). The relationship between class size and online activity patterns in asynchronous computer conferencing environments....
  • Iwasaki, Junko; Rhonda Oliver (2003). Chat-line interaction and negative feedback. Occasional Thematic Issue of the Australian Review of Applied...
  • Kelm, Orlando R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals,...
  • Kern, Richard G. (1995). Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production....
  • Kötter, Markus (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145–172. Retrieved...
  • Krashen, Stephen (1985). The Input Hypothesis: Issues and Implications. New York: Longman.
  • Lee, Lina (2001). Online interaction: negotiation of meaning and strategies used among learners of Spanish. ReCALL, 13(2), 232-244. doi: http://dx.doi.org/10.1017/S0958344001000829a
  • Lee, Lina (2006). A study of native and nonnative speakers’ feedback and responses in Spanish-American networked collaborative interaction....
  • Long, Michael H. (1996). The role of the linguistic environment in second language acquisition. Handbook of Research on Language Acquisition....
  • Mackey, Alison (1995). Stepping up the place: input, interaction and interlanguage development. An empirical study of questions in ESL. Unpublished...
  • O’Dowd, Robert (2003). Understanding the ‘other side’: Intercultural learning in a Spanish-English e-mail exchange. Language Learning &...
  • O’Dowd, Robert (2007). Evaluating the outcomes of online intercultural exchange. ELT Journal 6(2), pp. 144–152. http://dx.doi.org/10.1093/elt/ccm007
  • Pica, Teresa (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language...
  • Pica, Teresa; Catherine Doughty (1985). Input and interaction in the communicative language classroom: A comparison of teacher-fronted and...
  • Pica, Teresa; Ruth Kanagy; Joseph Falodun (1993). Choosing and using communication tasks for second language instruction and research. Tasks...
  • Scarcella, Robin C.; Corrine Higa, (1981). Input, negotiation, and age differences in second language acquisition. Language Learning, 31 (2),...
  • Schmidt, Richard W. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, pp. 11–26.
  • Schwienhorst, Klaus (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications...
  • Smith, Bryan (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), pp. 38–57. doi: http://dx.doi.org/10.1111/1540-4781.00177
  • Smith, Bryan (2005). The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated...
  • Sotillo, Susana M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning &...
  • Sotillo, Susana M. (2005). Corrective feedback via Instant Messenger learning activities in NS-NNS and NNSNNS dyads. CALICO Journal, 22(3),...
  • Su, Bude; Curtis J. Bonk; Richard J. Magjuka; Liu Xiaojing; Seung-hee Lee (2005). The importance of interaction in web-based education: A...
  • Sullivan, Nancy; Ellen Pratt, (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional...
  • Swain, Merill (1995). Three functions of output in second language learning. Principle and Practice in Applied Linguistics: Studies in Honor...
  • Tomlin, Russell S.; Victor Villa (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition,...
  • Varonis, Evangeline M.; Susan Gass (1985a). Miscommunication in native/non-native conversation. Language in Society, 14 (3), pp. 327-343.
  • Varonis, Evangeline M.; Susan Gass (1985b). Non-native/non-native conversations: A model for the negotiation of meaning. Applied Linguistics,...
  • Walsh, Steve (2002). Construction or obstruction: teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1),...
  • Wang, Yuping (2006). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18(1), pp. 122-145....
  • Ware, Paige; Maria Luisa Pérez-Cañado (2007). Grammar and feedback: Turning to language form in telecollaboration. Online Intercultural Exchange:...
  • Ware, Paige; Claire Kramsch (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. The Modern Language...
  • Ware, Paige; Robert O’Dowd (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1), pp. 43–63....
  • Warschauer, Mark (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13, pp. 7-25.
  • White, Lydia (1987). Against comprehensible input: the input hypothesis and the development of L2 competence. Applied Linguistics, 8, pp....
  • Willis, Jane (1996). A Framework for Task-based Learning. London: Longman.