2005 INTERNET-MEDIATED INTERCULTURAL FOREIGN LANGUAGE EDUCATION

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    Introduction: Internet-mediated intercultural foreign language educaction and the intercultural speaker
    (Heinle Cengage Learning, 2005-01-01) Belz, Julie A. ; Thorne, Steven L.
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    A critical look at technologies and ideologies in internet-mediated intercultural foreign language education
    (Heinle Cengage Learning, 2005-01-01) Train, Robert
    This chapter provides a critical perspective on the Internet-mediated intercultural projects presented in this volume. Internet-mediated intercultural foreign language education (a.k.a. telecollaboration) is presented as a site of critical intercultural discourse shaped and mediated by the technologies, ideologies, and practices that inform the complex ecology of foreign language education in general.The focus on the global term “education” is intended to conceptualize the ecological character of the endeavor, such that foreign language learning and second language acquisition are not viewed as separate from the teaching of foreign languages (i.e., instruction, pedagogy, curriculum) or from issues of sociocultural identity, educational policy, and teacher education. A critical reflexivity is outlined with special attention to the educational project of critical awareness of language, culture, community, and identity through intercultural interaction with peers. Some key ideologies of foreign language education are examined in socio-historical context with respect to the technologies and ideologies of standardization that have constructed the Native Standard Language as the dominant model for language, with its hegemonic implications for notions of culture, identity, and community in local, national, and global contexts. Ideologies of learner identity grounded in the concept of (Non)Native Speaker are critically discussed as contested sites of standardized and standardizing competence and language use (e.g.,“communication,”“negotiation,”“interaction,” and “error”).The possibilitie for new intercultural conceptions of learner and teacher identity, expertise, and agency emerging in the telecollaborative practices described in this volume are considered.
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    At the intersection of telecollaboration, learner corpus analysis, and L2 pragmattics: Considerations for language program direction
    (Heinle Cengage Learning, 2005-01-01) Belz, Julie A.
    The research on Internet-mediated intercultural foreign language education to date has examined a variety of topics ranging from the development of L2 grammatical competence to intercultural tension to networked models for language teacher education.The theoretical frameworks and methodological approaches applied in such examinations have been equally wide-ranging, including socio-cultural theory, interactionist approaches to language learning, intercultural communicative competence, appraisal theory, cultural studies, action research, and grounded theory.Very few studies, however, have explored the application of the burgeoning field of contrastive learner corpus analysis to networked intercultural foreign language instruction.The aim of this essay is to encourage language program directors and foreign language teachers to consider the inherent synergy between telecollaborative pedagogy and learner corpus analysis as well as the ways in which their interillumination may influence the development of L2 competence in general and L2 pragmatic competence in particular.
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    Conflicts in cyberspace: From communication breakdown to intercultural dialogue in online collaborations
    (Heinle Cengage Learning, 2005-01-01) Schneider, Jeffrey ; Von der Emde, Silke
    This chapter addresses problems of misunderstanding and conflict that arise in online collaborations between native speakers and language learners. Rather than devising strategies for avoiding conflict, it establishes a dialogic paradigm for making conflict and tension a valuable component of intercultural learning.To demonstrate the practical effects of this theoretical shift to a dialogic model and away from strategies embodied in the communicative competence model, we present a qualitative analysis of online discussion transcripts, face-to-face class discussions, and student postings gathered during a MOO collaboration in fall 2003 between fifth-semester students studying German at Vassar College in New York state and advanced students studying applied linguistics and English at the University of Münster in Germany.As our data suggest, online exchanges are most successful when they include a coherent, intercultural content focus with the potential to raise issues of cultural difference, meaningful project work, and regular opportunities for reflection on the exchange and meta-reflection on intercultural learning.
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    A study of native and nonnative speakers' feedback and responses in Spanish-American networked collaborative interaction
    (Heinle Cengage Learning, 2005-01-01) Lee, Lina
    Networked collaborative interaction (NCI) promotes the negotiation for meaning and form that plays a crucial role in the development of language competence. This chapter reports and discusses a study that focused on the examination of relationships among error type, feedback types, and responses in synchronous communication between native teachers and nonnative speakers (N = 26) working on two tasks—an open-ended question and a goal-oriented activity.The results revealed that differences were found not in the various types of negotiation moves but in the proportional use of particular moves.The native speakers had an overwhelming tendency to use recasts to provide corrective feedback. This feedback also had the positive effect of drawing learners’ attention to form, which led to the repair of errors. Successful uptake, however, does not guarantee second language acquisition. In addition, lexical rather than syntactical errors were the main triggers for negotiation moves generated by both groups of interlocutors. NCI as a form of written visual communication facilitated the response to corrective feedback. Learners generated high rates of repairs for both lexical and syntactical errors. Overall, this study demonstrates that NCI is a powerful communication tool for the enrichment of language learning.