Interactional Features of Synchronous Computer-Mediated Communication in the Intermediate L2 Class

Darhower, Mark

doi:10.1558/cj.v19i2.249-277

Cited by 138 publications

(99 citation statements)

References 25 publications

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“…Out of the strategies we noted above from Darhower (2002) and Peterson (2009), two were not found in the data. They are: Requests for Assistance, which have been analysed as Intersubjective; and Off-task Discussion (they do exist, but not in elliptical form).…”

Section: Discussionmentioning

confidence: 88%

“…There are cases of translation into English, and these have been analysed as examples of Intersubjectivity, as understanding is being promoted. There were instances of the Greeting/Leave-taking and Apology strategies mentioned by Darhower (2002) and Chun (2004), respectively. However, these have been removed from the results, as we have chosen to focus on language that has been generated directly by users rather than applied as a formula.…”

Section: Discussionmentioning

confidence: 99%

“…So, Merchant argues that, for the same reason why we cannot question a modifier of a noun in a wh-question, we also cannot leave a modifier behind after ellipsis. Darhower (2002) also suggests greetings/leave-taking, plus intersubjectivity, humor, sarcasm/insults and the use of the L1 as markers of interaction. Intersubjectivity here refers to sharing or negotiating an understanding on a strand of interaction.…”

Section: Interaction In Spoken Languagementioning

confidence: 99%

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Ellipsis as a Marker of Interaction in Spoken Discourse

White

2013

RiL

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In this article, we discuss strategies for interaction in spoken discourse, focusing on ellipsis phenomena in English. The data comes from the VOICE corpus of English as a Lingua Franca, and we analyse education data in the form of seminar and workshop discussions, working group meetings, interviews and conversations. The functions ellipsis carries in the data are Intersubjectivity, where participants develop and maintain an understanding in discourse; Continuers, which are examples of back channel support; Correction, both self- and other-initiated; Repetition; and Comments, which are similar to Continuers but do not have a back channel support function. We see that the first of these, Intersubjectivity, is by far the most popular, followed by Repetitions and Comments. These results are explained as consequences of the nature of the texts themselves, as some are discussions of presentations and so can be expected to contain many Repetitions, for example. The speech event is also an important factor, as events with asymmetrical power relations like interviews do not contain so many Continuers. Our clear conclusion is that the use of ellipsis is a strong marker of interaction in spoken discourse.

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Interaction In Spoken Languagementioning

confidence: 99%

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Ellipsis as a Marker of Interaction in Spoken Discourse

White

2013

RiL

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“…As stated by Oskoz (2005) there is plenteous publication on the application of synchronous computer-mediated communication to the EFL contexts (Beauvois, 1994(Beauvois, , 1998Beauvois & Eledge, 1996;Chun, 1994;Darhower, 2002;Kelm, 1992Kelm, , 1996Kern, 1995;Warschauer, 1996Warschauer, , 1997. The majority of studies, however, address only instructional applications.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Dynamic Assessment in Synchronous Computer-Mediated Communicationon on Iranian EFL Learners’ Listening Comprehension Ability at Upper-Intermediate Level

Heidar¹,

Afghari²

2015

ELT

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The present paper concentrates on a web-based inquiry in the synchronous computer-mediated communication (SCMC) via Web 2.0 technologies of Talk and Write and Skype. It investigates EFL learners' socio-cognitive progress through dynamic assessment (DA), which follows Vygotsky's inclination for supportive interchange in the zone of proximal development. Sixty adult EFL learners at upper-intermediate level were randomly assigned to the control and experimental groups. The participants in the experimental group were involved in dynamic assessment in synchronous computer-mediated communication for seven weeks. The results reveal that, through interactions in the ZPD, DA in synchronous computer-mediated communication lets us explore not only the actual level of learners' listening ability but also to diagnose and assess the potential level of their listening development.

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“…Facebook group page interactions differ from formal classroom writings on many dimensions. Social media interactions are theoretically interesting environments in which to investigate L2 interaction, given that they combine the textuality of written communication with the real-time interactivity of face-to-face communication (Darhower, 2002). Text-based but speech-like interaction occurring via computers has generated a specific way of writing, which changes the traditional means and conventions of traditional written norms for the purposes of economical, compressed and fast-paced message production.…”

mentioning

confidence: 99%

Facebook Groups As A Supporting Tool For Language Classrooms

Ekoç¹

2014

Turkish Online Journal of Distance Education

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This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide a space for practice and communication free of the traditional pedagogic concerns of a typical classroom. The distinctive discursive behaviour of Facebook group pages helps one to achieve that attempt. In light of these views, the researcher, in this study, formed a group page to understand the dynamics of social media environment as a supporting tool for language classrooms. This paper addresses various features which make social media a unique place to contribute to the sense of class community and collaboration outside the classroom. The face-to face classroom is a controlled communication event, that is, teachers and students are required to be in the classroom at the same time but a teacher's use of Facebook is an attempt to communicate with students outside of that controlled environment where teachers can meet students in their territory. When compared to its disadvantages, the advantages of setting a class group page on the social media outweigh. Students can feel motivated to contribute to an online community if they subsequently receive support or help. It also leads students to feel that they are being supported by a whole portion of their class community and promotes students' desire to maintain a valued relationship with others. Students continue developing and strengthening relationships with others.

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Interactional Features of Synchronous Computer-Mediated Communication in the Intermediate L2 Class

Cited by 138 publications

References 25 publications

Ellipsis as a Marker of Interaction in Spoken Discourse

Ellipsis as a Marker of Interaction in Spoken Discourse

The Effect of Dynamic Assessment in Synchronous Computer-Mediated Communicationon on Iranian EFL Learners’ Listening Comprehension Ability at Upper-Intermediate Level

Facebook Groups As A Supporting Tool For Language Classrooms

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