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At the intersection of telecollaboration, learner corpus analysis, and L2 pragmattics: Considerations for language program direction
|Title:||At the intersection of telecollaboration, learner corpus analysis, and L2 pragmattics: Considerations for language program direction|
|Authors:||Belz, Julie A.|
|Date Issued:||01 Jan 2005|
|Publisher:||Heinle Cengage Learning|
|Citation:||Belz, J.A. (2005). At the intersection of telecollaboration, learner corpus analysis, and L2 pragmattics: Considerations for language program direction. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 207-246. http://hdl.handle.net/102015/69625|
|Abstract:||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.
|Appears in Collections:||
2005 INTERNET-MEDIATED INTERCULTURAL FOREIGN LANGUAGE EDUCATION|
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