Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44614

Designing talk in social networks: What Facebook teaches about conversation

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Title: Designing talk in social networks: What Facebook teaches about conversation
Authors: Warner, Chantelle
Chen, Hsin-I
Keywords: Discourse Analysis
Social Networking
Technology-Mediated Communication
Literacy
Issue Date: 01 Jun 2017
Publisher: University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation: Warner, C., & Chen, H. (2017). Designing talk in social networks: What Facebook teaches about conversation. Language Learning & Technology, 21(2), 121–138. https://dx.doi.org/10125/44614
Abstract: The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy & Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander, 2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces quickly push back upon standard ways of describing conversational genres and communicative competence (Kern, 2014; Lotherington & Ronda, 2014). Drawing from an ecological interactional analysis (Goffman, 1964, 1981a, 1981b, 1986; Kramsch & Whiteside, 2008) of the Facebook communications of three German-speaking academics whose social and professional lives are largely led in English, the authors consider the kinds of symbolic maneuvers required to participate in the translingual conversational flows of SNS-mediated communication. Based on this analysis, this article argues that texts generated through SNS-mediated communication can provide classroom opportunities for critical, stylistically sensitive reflection on the nature of talk in line with multiliteracies approaches.
URI/DOI: http://hdl.handle.net/10125/44614
ISSN: 1094-3501
Appears in Collections:Volume 21 Number 2, June 2017


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