Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44716

Exploring L2 learners’ engagement and attitude in an intercultural encounter

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Title:Exploring L2 learners’ engagement and attitude in an intercultural encounter
Authors:Oskoz, Ana
Gimeno-Sanz, Ana
Keywords:Intercultural Telecollaborative Encounter
Appraisal Framework
Engagement
Attitude
Date Issued:01 Feb 2020
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
Citation:Oskoz, A. & Gimeno-Sanz, A. (2020). Exploring L2 Learners’ engagement and attitude in an intercultural encounter. Language Learning & Technology, 24(1), 187–208. https://doi.org/10125/ 44716
Abstract:Following the appraisal framework (Martin & White, 2005), in particular the two discourse-semantic systems of Engagement and Attitude, this study examines the extent to which second language learners in a US-Spain telecollaborative project (a) engaged with their own ideas and those of their partners and (b) expressed their attitude towards their own and the second language culture. The results of the analysis suggest that learners reacted differently when discussing their own culture and that of their foreign language. The data collected provides evidence that learners avoided using monoglossic (i.e. bare) statements regarding both their L1 and L2 cultures, and fewer contracting statements for the latter. Overall, learners also presented a preference for positive Affective, Judgment, and Appreciation markers, which suggests their interest in creating an environment of solidarity and closeness with their telecollaborative partners. The results also indicated the value of discussing the topic in general, without particular reference to the first or the second culture, as a safe space to address conflicting issues that might result in communication breakdowns and move beyond personal, superficial, and anecdotal references.
URI:http://hdl.handle.net/10125/44716
ISSN:1094-3501
DOI:10125/44716
Volume:24
Issue/Number:1
Appears in Collections: Volume 24 Number 1, February 2020


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