Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming

Abstract

In recent years, there has been a great deal of research and pedagogical experimentation relating to the uses of technology in second (L2) and foreign language education. The majority of this research has usefully described and examined the efficacy of in-class and directly classroomrelated uses of technology. This article broadens the scope of inquiry to include L2 and foreign language-related uses of technology that extend into the interstitial spaces between instructed L2 contexts and entirely out-of-school noninstitutional realms of freely chosen digital engagement. Two demographically and sociologically significant phenomena are examined in detail; the first focuses on participation in Internet interest communities such as fan fiction and virtual diaspora community spaces and the second describes a continuum of three-dimensional graphically rendered virtual environments and online games. A review of research in each of these areas reveals extended periods of language socialization into sophisticated communicative practices and demonstrates the salience of creative expression and language use as tools for identity development and management. In the final section of the article, we suggest a number of possibilities for synergistically uniting the analytic rigor of instructed L2 education with the immediacy and vibrancy of language use in digital vernacular contexts.IN THE FOREWORD TO A RECENT BOOK EXamining knowledge and learning processes using technology, the acclaimed information technologist John Seely Brown (2008) described a number of differences between predictable and relatively static traditional literacies and emergent literacies that accompany new media, Web 2.0 tools, 1 and other digitally mediated practices, stating that:

How SNS Mediates EFL Adolescent Learners in Language Learning – From Learners' Perspectives

“…Furthermore, Norton & Toohey [15] (2002) proposed that language is both a linguistic system of signs and a complex social practice. Black, Sykes, & Thorne (2009) [4] further argued that, "As with all the pedagogical choices in L2 education, desired learning outcomes must align with reasonable expectations of the kinds of linguistic and interactional expertise that may be developed through participation within a particular activity, speech community, and/or modality. "…”

“…Black and Thorne (2007) [14] stated that the "Opportunity to interact primarily with peers and within a peer-centered communication environment affords opportunities to perform identities not traditionally associated with those of "student" in instructed institutional contexts." [4], "The use of L2 and multiple languages for engaging in interpersonally meaningful communication and identity construction serves goals that enhance, and potentially extend beyond, the practices and standardized forms of knowledge associated with institutional educational settings. This includes engaging in multiple forms of authentic communication, developing a sense of accomplishment as language users, affiliating with the target language, and learning to navigate and develop supportive social networks."…”

“…The participation in SNSs presents learners" identities, enhances learners" relationships with others, and facilitates learners" practice of the target language. According to Throne (2009) [4], "Language socialization proposes a model of language development that unites becoming a speaker of a language with participation in particular speech communities." With the unique features of SNSs and learners" synchronic online interactions, learners are able to construct their own viewpoints with other learners socially and effectively.…”

“…Thorne , Black, & Sykes, (2009) [4] further argued that, "As with all the pedagogical choices in L2 education, desired learning outcomes must align with reasonable expectations of the kinds of linguistic and interactional expertise that may be developed through participation within a particular activity, speech community, and/or modality." Based on Lantolf and Throne"s (2007) [13] L2 social cultural theory, the purpose of this mix-method study was to examine how participation in this group on Facebook mediated EFL adolescent learners in their language learning with the framework built on the theory of L2 socialization.…”

“…With the burgeoning development of current online technology, the Net Generations and the Digital Natives both engage on the Internet to a great extent to fulfill their needs in education. Throne, black, & Sykes (2009) [4] claimed that, "Communication, computer-mediated communication (CMC) has become a high-stakes, high-frequency context for all manner of professional, academic, and social activity. "…”