Tipo: artículo

Temas: artículo enfoque por tareas

Resumen:

Synchronous computer-mediated communication (SCMC) offers second/foreign language (L2/FL) learners' interactional environments that are unique to face-to-face (F2F) communication. Such modes have the potential to facilitate better learning outcomes under certain conditions. The aim of this study was to compare the capacity of two online modes – text chat and voice chat – to promote uptake of targeted vocabulary in an English as a foreign language (EFL) classroom setting. Three distinct tasks (opinion exchange, dictogloss, problem-solving task) were used to measure the effectiveness of both modes to facilitate immediate and delayed uptake compared to F2F communication. The study investigated: (1) how task design and communication mode affected EFL uptake; (2) the effect time allocation had; and (3) the degree to which task perceptions...

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Tipo: artículo

Temas: artículo tecnología

Resumen:

Globalization and networking technologies have transformed the contexts, means, and uses of foreign language learning. The Internet offers a vast array of texts, ?lms, music, news, information, pedagogical resources, sounds, and images from around the world as well as unprecedented opportunities for direct communication with native speakers in real time. However, the very technology that delivers the sematerials and interactions can produce subtle mediational effects that can influence how learners evaluate and interpret them. Focusing first on technological mediation broadly, and then on the specific ccontext of desktop videoconferencing in a telecollaboration project, this article outlines the benefits and the potential pitfalls that computer mediation presents for the learning of languages and cultures. Specific attention is given...

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Tipo: artículo

Temas: artículo investigación

Resumen:

This mixed-methods study investigates the use of synchronous video computer-mediated communication (SVCMC) in a U.S. university?s Spanish-as-a-foreign-language curriculum. Using the SVCMC platform TalkAbroad, the university?s Spanish program required second-year students to participate in five, 30-minute, SVCMC conversations with Spanish first language (L1) speakers. Students then reflected on their SVCMC conversations by replaying the recorded audio from those sessions and transcribing passages of their conversations. Using an interactionist perspective, this research explores the utility of: (1) the SVCMC conversations, and (2) the subsequent listening/transcription activity by examining students? reported noticing of linguistic items (e.g. L1 speaker vocabulary, grammar, etc.). Additionally, we report students? general perceptions...

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