Negotiation of Meaning in Multimodal Tandem Learning via Desktop Videoconferencing

Abstract

Using the discourse model for negotiation of meaning developed by Varonis and Gass (1985), this study investigates the quality of the negotiation of meaning by eTandem partners in a videoconferencing-supported multimodal environment, and the facilitating effects of such an environment on L2 acquisition. To achieve this, three case studies were chosen from the interaction between15 pairs of Mandarin and English students, to represent three levels of Mandarin proficiency of the dyads, namely, the low, intermediate and high levels. Data were examined and corroborated both qualitatively and quantitatively to reveal the interaction patterns of the dyads and the extent to which the multimodality of the videoconferencing environment contributes to learning. Recommendations are also drawn from this research.

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Being socially present in a time of social distancing: investigating the online social learning experiences of teacher-trainees during COVID-19

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