Who's Helping Whom?: Learner/Heritage-Speakers' Networked Discussions in Spanish

Blake, Robert R.

doi:10.1093/applin/24.4.519

Cited by 106 publications

(110 citation statements)

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“…This finding substantiates the claims that SCMC offers potential for learners to attend to linguistic form (Smith, 2003a;Warschauer, 1997) and complements the findings of other SCMC interaction studies that showed that through meaning negotiation learners focus on form (Blake, 2000;Blake & Zyzik, 2003;de la Fuente, 2003;Iwasaki & Oliver, 2003;Kitade, 2000;Lee, 2002;Pellettieri, 2000;Smith, 2003a;Toyoda & Harrison, 2002;Tudini, 2003). The study has added to our understanding of learners' focus on form behavior through SCMC by documenting the instances where a form focus did not arise as a result of a communication problem.…”

Section: Resultssupporting

confidence: 87%

The effects of task type in Synchronous Computer-Mediated Communication

Yılmaz

Grañena

2010

ReCALL

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This study examines the potential of learner-learner interaction through Synchronous Computer-Mediated Communication (SCMC) to focus learners' attention on form. Focus on form is operationalized through Language-Related Episodes (LREs), instances where learners turn their attention to formal aspects of language by questioning the accuracy of their own or each other's language use. The study also compares two task types, jigsaw and dictogloss, with respect to the number and characteristics of LREs. Ten adult intermediate ESL learners from an intensive English language program in the US worked together in dyads to carry out one jigsaw and one dictogloss task in an SCMC environment. Tasks were controlled for content and were presented in two alternative orders. The dictogloss in this study generated more LREs than the jigsaw. LREs were also qualitatively different across task types. Jigsaw LREs were implicit and did not result in incorrectly solved outcomes, whereas dictogloss LREs were explicit and resulted in correctly solved, incorrectly solved, and unresolved outcomes.

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Section: Resultssupporting

confidence: 87%

The effects of task type in Synchronous Computer-Mediated Communication

Yılmaz

Grañena

2010

ReCALL

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“…Furthermore, CMC tools are fruitfully implemented in comparative studies on the language behaviour and development of L2 and HL learners. Blake & Zyzik (2003), for instance, used a synchronous CMC environment (online connection via the university's RTA chat programme) in a paired HL-to-L2 learner task to observe the learners' linguistic behaviour (miscommunications, negotiations, etc.) and explore whether the interaction via the CMC tools is mutually beneficiary for both groups of speakers or not.…”

Section: Call In the Heritage Language Classroommentioning

confidence: 99%

Developing CALL for heritage languages: The 7 Keys of the Dragon

et al. 2015

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In this article we present an interactive extensible software, The 7 Keys of the Dragon, for the teaching/learning of Albanian and Russian to students that attend primary and secondary education in Greece with the respective languages as their heritage languages. We address the key challenges we encountered during the conceptualization phase of the project development and the specific design choices we implemented in order to accommodate them. Drawing on recent research on the role of ComputerAssisted Language Learning (CALL) applications for young bilingual populations, we aimed at creating a user friendly environment with a clear pedagogical orientation. Furthermore, given that games in language learning are associated with intrinsic motivation and meaningful exposure to the target language, we have integrated a fairytale background narrative, a game-inspired reward system, and two cartoon-like assistant characters to stimulate the user's involvement in the learning tasks. Five chapters for each target language were created, each comprising a text, a variety of scaffolding material and quizzes. The software is designed to provide real-time automatic correction of quizzes and allow for easy expansion with additional quizzes and texts. A separate application for teachers facilitates essay correction and commenting on the students' language learning progress and achievements.

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“…Blake and Zyzik (2003) suggest that the demands of electronic chatting seem to force participants to produce the target language (pushed output), offering the Spanish heritage speakers 1 in their study a chance to expand their grammatical, textual, illocutionary, and sociolinguistic competencies.…”

Section: Output In Synchronous Computer-mediated Communication (Scmc)mentioning

confidence: 99%

“…Beyond fostering pushed output, however, there is also an indication that the text-based CMC medium can amplify students' attention to linguistic form during production (Blake & Zyzik, 2003;Pellettieri, 1999), offering learners sufficient opportunity to notice lexical and grammatical features in the input and their own output. Two features of the text-based CMC medium in particular may be responsible for fostering attention to linguistic form: the slower pace of turn-taking (relative to spoken interaction), and the enduring visual record of the chat window.…”

Section: Output In Synchronous Computer-mediated Communication (Scmc)mentioning

confidence: 99%

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Interruptions in chat

Smith

Sauro

2009

Computer Assisted Language Learning

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The research on text-based synchronous computer-mediated communication (SCMC), while generally acknowledging the potential benefits afforded by the medium's capacity for extensive self-repair, has done little in the way of exploration of the nature of such text. Indeed, until quite recently, output logs have been favored almost exclusively at the expense of richer records of the interaction that can better account for this deleted text. Another basic aspect of SCMC interaction is the occurrence of interruptions initiated by one's interlocutor during the message composition phase. The possible effect of these interruptions on the chat interaction, however, has again been largely ignored in the literature. This study examines the relationship between these interruptions and deleted text as well as the effect such interruptions have on the subsequent output produced by learners.

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Who's Helping Whom?: Learner/Heritage-Speakers' Networked Discussions in Spanish

Cited by 106 publications

References 0 publications

The effects of task type in Synchronous Computer-Mediated Communication

The effects of task type in Synchronous Computer-Mediated Communication

Developing CALL for heritage languages: The 7 Keys of the Dragon

Interruptions in chat

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