Real and non‐real time interaction: Unraveling multiple threads of discourse∗

Black, Steven D.; Levin, James A.; Mehan, Hugh; Quinn, Clark N.

doi:10.1080/01638538309544554

Cited by 80 publications

(40 citation statements)

References 8 publications

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“…In addition, the student who sent the computer message accomplished six speech acts: she answered four questions, made a suggestion to the teacher (which was accepted and carried out), and sent a general comment. This message is a good example of how this non-real time medium can support "multiple threads of discourse" (Black et al, 1983). …”

Section: Content Differencesmentioning

confidence: 99%

Real education in non-real time: The use of electronic message systems for instruction

et al. 1983

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Educationin different communication media takes place with functional differences that have consequences for the course of instructional interaction.In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple "threads of discourse," a higher proportion of student turns to teacher turns, and other deviations from the "initiation-response-evaluation" sequences usually found in face-to-face classroom interactions.Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.Electronic message systems are possibly important new media for education because advances in microelectronics have lowered the cost of computing dramatically and made the cost of telecommunications increasingly independent of distance. The uses of these new media for instruction raise several issues. The initial uses of any new media almost always follow the forms of usage of existing media, even though these uses may not be well suited to the properties of the new media. We have compared the differences between instruction in non-real time interaction inherent in an electronic message system and real time interaction found in face-to-face interaction. The results of this comparison are used both to propose ways that the new non-real time media can be fruitfully used for instructional interaction and to illuminate the social organization of existing face-to-face instructional interaction.* We would like to thank the students of Sociology 117 for their patience with our project.TWO common types of electronic message systems are text teleconferencing and electronic mail. Text teleconferencing systems are mod&d on face-to-face meetings, and can be used to conduct meetings in "real time." Each participant types on a computer terminal, and sees the text typed by other participants. Messages generally are seen by all participants (unless the sender specifies otherwise), and the system is designed so that a message can get an immediate response.Electronic mail systems are modeled on letters and memos typed or written on paper. In these systems, a person addresses a message to another person and transmits it, and then sometime later may receive a return message. Generally the sender does not expect to receive an immediate response. Thus, a key difference between text teleconferencing and electronic mail systems is whether the interaction is in real time (with immediate response expected) or in non-real time (without immediate response expected).However, it is possible to add features to allow electronic mail systems to be used for real time interaction, and to add features to teleconferencing systems to allow non-real time interaction. For example an electronic mail system can immediately inform a user whenev...

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Section: Content Differencesmentioning

confidence: 99%

Real education in non-real time: The use of electronic message systems for instruction

et al. 1983

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“…The question was framed in terms of the lag time for responses and the possibility that several or all of the students might respond. When students did take a turn, they occasionally wrote on more than one topic at a time (Black, Levin, Mehan, & Quinn, 1983), although, unlike college students, they most often responded only to what was requested. The potential for introducing new and different levels to classroom conversations was increased in the networked classroom.…”

Section: Turn-taking Patternsmentioning

confidence: 98%

Electronic Interactions: How Students and Teachers Organize Schooling Over the Wires

Goldman

Newman²

1992

Interactive Learning Environments

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This article examines features of electronic mail discourse among sixth-grade students and their teachers. Face-to-face and electronic interactions were observed at a school over a 2-year period before and after the implementation of a local area network system that supported both local and long-distance communication. Face-to-face and electronic conversations were often interwoven. Electronic mail shared many characteristics with other communication media such as the use of metacommunication, print genres, and the recognition of social status. Electronic mail discourse differed from face-to-face discourse in terms of who initiated turns and topics, the time frame for responses, privacy, and access to others. Taken together, these similarities and differences resulted in hybrid discourse features that hold promise for creating alternative classroom structures.

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“…Molts més estudis coincideixen en la idea de considerar el llenguatge del missatge electrònic com un híbrid entre el llenguatge oral i l'escrit (Ferrara, Brunner i Whittemore, 1991), i fins i tot el classifiquen com un gènere derivat d'aquests dos, però completament nou (Zuboff, 1988;Murray, 1988;Black et al, 1983;Ferrara et al 1991). Però la majoria estan d'acord que encara no s'ha investigat prou per a definir el llenguatge del missatge electrònic, a causa de la seva actualitat.…”

Section: El Llenguatge Electrònicunclassified

The use of the language made by students taking English language as a subject at the UOC

Gutiérrez-Colon Plana

2003

Dig.

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Resum:Aquest estudi analitza l'ús de la llengua anglesa als missatges electrònics dels alumnes de l'assignatura d'anglès de la UOC. L'estudi es basa principalment en els matisadors o hedges (una estratègia per la qual els aprenents d'anglès mitiguen i suavitzen el seu discurs) que apareixen en els seus textos. L'article comença fent una descripció del marc teòric general de l'estudi, i de l'objectiu de la investigació que s'ha portat a terme. A continuació es fa una descripció de la taxonomia emprada en la recerca i una descripció dels subjectes estudiats. Després d'exposar els resultats aconseguits en l'estudi dels missatges, s'expliquen detalladament les conclusions finals que es poden extreure de totes les dades de la investigació. Bàsicament, després d'avaluar totes les dades aconseguides en aquesta recerca, es pot afirmar que a la UOC es fomenta i impulsa el procés d'aprenentatge de la llengua anglesa, a causa de la naturalesa dels missatges d'aquesta assignatura, els quals promouen l'autonomia i l'esperit crític dels estudiants.Durant molts anys, l'objectiu principal de la investigació sobre l'aprenentatge de l'anglès com a llengua estrangera consistia en l'adquisició de la competència lingüística dels aprenents d'aquesta llengua. Les raons òbvies d'aquest enfocament es basaven en la metodologia utilitzada en la docència, en la qual la gramàtica assumia el paper principal. Per al marc lingüístic basat en el paradigma generativista, l'objectiu final de l'aprenentatge d'una llengua estrangera era la competència lingüística d'un parlant-oient nadiu ideal (Alcaraz, 1990:109), però aquesta lingüística estructural-generativa ha evolucionat, i ha donat pas a la lingüística de la comunicació. Aquest fet ha augmentat el protagonisme de la pragmàtica: l'adquisició d'una competència gramatical superior ha menat a l'aprenentatge de l'ús del llenguatge, a l'adequació o inadequació d'expressions en determinades situacions. Aquesta nova visió de l'adquisició d'una llengua estrangera ha dut molts lingüistes a la necessitat de definir (o redefinir) conceptes com la competència pragmàtica, la competència comunicativa o la interllengua. Molts d'aquests investigadors han considerat que tant la competència pragmàtica com la competència comunicativa són habilitats per a posar en ús el coneixement que es té de la llengua objecte de l'aprenentatge, amb la finalitat d'expressar les nostres intencions i interpretar les dels nostres interlocutors (Lara, 2001:567). Així mateix, aquests autors es refereixen a la interllengua com les diferents etapes lingüístiques per les quals passa el subjecte quan està adquirint una segona llengua.

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Real and non‐real time interaction: Unraveling multiple threads of discourse∗

Cited by 80 publications

References 8 publications

Real education in non-real time: The use of electronic message systems for instruction

Real education in non-real time: The use of electronic message systems for instruction

Electronic Interactions: How Students and Teachers Organize Schooling Over the Wires

The use of the language made by students taking English language as a subject at the UOC

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