L2 Morphosyntactic Development in Text-Based Computer-Mediated Communication

Salaberry, M. Rafael

doi:10.1076/0958-8221(200002)13:1;1-k;ft005

Cited by 89 publications

(74 citation statements)

References 40 publications

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“…Secondly, with regard to grammatical development, contrary to previous research which had stated that AudCMC dyads only managed to reach 45% of complete understanding of target lexicons being negotiated and did not produce adequate morphosyntactic negotiations [15,16,26,33,43], SCMC has the potential for focus on both form and meaning, and especially phonetically modified output were most significant [14,21,22,31]. This suggests that grammatical triggers do provoke notice and possible negotiation.…”

Section: Discussioncontrasting

confidence: 44%

“…Results regarding learner proficiency diverge in different modalities of SCMC. Evidence supports that higher-span non-native speakers are most likely to solve syntactic ambiguities and notice recasts from their interlocutors [30,33,35]. However, discussion about indirect transfer of skills from written to oral mode lends itself to beneficial effects for lower PWMC learners [25,28,34].…”

Section: Cziko and Park (2003) [38]mentioning

confidence: 99%

“…As to individual differences in WMC may affect the frequency of repetition and other patterns of language use in chatroom discourse, more frequent repetition and relexicalization were found from lower PWMC learners in the attempt to maintain the conversational flow via recycling of linguistic forms from prior talks into current ones. Positive evidence of cross-modality transfer of skills is consolidated by affordances in synchronous WCMC, such as (1) versatile turn-taking patterns and non-ephemeral cues in chatroom sessions [41]; (2) "participatory" social presence accountable for communicative continuum [39,42]; (3) more communication strategies aiming at meaning-based tasks coupled with additional information about the non-understanding/misunderstanding items and concepts due to the paucity of paralinguistic cues [15,16,28,33,43]. Table 3 lists studies examining types of negotiation triggers, quantity and quality of negotiation routines, grammaticality of learner output, power relationship in CoPs, types of error corrections, and response to negative feedback episodes.…”

Section: Cziko and Park (2003) [38]mentioning

confidence: 99%

“…Salaberry (2000) [33] Participants' morphosyntactic development was measured by comparing use of morphological markers of past tense in both F2F instruction and text-based SCMC.…”

Section: Jepson (2005) [32]mentioning

confidence: 99%

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Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

2018

Education Sciences

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Abstract:Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.

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Section: Discussioncontrasting

confidence: 44%

Section: Cziko and Park (2003) [38]mentioning

confidence: 99%

Section: Cziko and Park (2003) [38]mentioning

confidence: 99%

“…Salaberry (2000) [33] Participants' morphosyntactic development was measured by comparing use of morphological markers of past tense in both F2F instruction and text-based SCMC.…”

Section: Jepson (2005) [32]mentioning

confidence: 99%

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Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

2018

Education Sciences

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“…For example, interaction in the CMC mode has been shown to differ from interaction in the face-to-face (FTF) mode, sometimes with better learning outcomes (Abrams, 2003;Böhkle, 2003;Kern, 1995;Lai & Zhao, 2006;Salaberry, 2000;Sullivan & Pratt, 1996;Sykes, 2005;Warschauer, 1996). More research is needed in this area.…”

Section: Theoretical Motivation For the Use Of Social Networking Sitesmentioning

confidence: 99%

<b>The use of social networking sites for language practice and learning</b><br>DOI:10.5007/2175-8026.2011n60p277

Baralt

2011

R. Ilha do Desterro A J. of En. Language, Lit. in English and C

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Abstract:Recent descriptions of online social networking communities (i.e., Facebook, MySpace) within the Web 2.0 movement 1 have suggested that these sites might be used in educational contexts to promote cultural awareness, interaction, and collaboration (Ferdig et al., 2007). Here it is argued that social networking sites can also be used for language teaching and learning. The purpose of this paper is therefore threefold: (1) to provide a theoretical framework justifying the use and incorporation of social networking sites in foreign language courses; (2) to review existing social networking sites and provide suggestions for how they might be used in different language contexts; and (3) to describe an ongoing study in which one social networking site, Orkut, is being used for a course in Portuguese as a foreign language. Besides suggesting that social networking sites can serve as an authentic way to be exposed to language and culture outside of the classroom, it is also argued that participation in social networking sites can be an ideal medium for language practice and learning.

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Technologies for Teaching and Learning L2 Grammar

Heift¹,

Vyatkina²

2017

The Handbook of Technology and Second Language Teaching and Learning

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L2 Morphosyntactic Development in Text-Based Computer-Mediated Communication

Cited by 89 publications

References 40 publications

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

<b>The use of social networking sites for language practice and learning</b><br>DOI:10.5007/2175-8026.2011n60p277

Technologies for Teaching and Learning L2 Grammar

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