NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863303
Record Type: Journal
Publication Date: 2009-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0742-7778
Strategic Use of Modality during Synchronous CMC
Sauro, Shannon
CALICO Journal, v27 n1 p101-117 Sep 2009
Research on computer-mediated communication (CMC) in the second language (L2) classroom has revealed the potential for technology to promote learner interaction and opportunities for negotiation of meaning as well as to provide opportunities for language access outside the classroom environment. Despite this potential, social, linguistic, and technical factors can still limit the richness of interactional opportunities for L2 learners engaged in synchronous CMC. However, the multimodality of synchronous CMC may provide learners with tools and strategies (e.g., change of modality of communication by making selective use of text chat) that can help them garner increased opportunities for target language production. Such strategies were utilized during a 20-minute bimodal CMC exchange between a pair of L2 learners. During the course of the interaction, one learner employed voice chat almost exclusively, thereby positioning himself initially as the leader and more productive member of the conversation. However, at a midpoint in the interaction, the other learner began using the text chat option to gain a foothold in the conversation when her spoken turns were interrupted, ignored, or missed by her partner. By strategically appropriating the text-chat tool, she was able to negotiate the initial interactional asymmetries and reposition herself as a contributing, even guiding, member of the conversation. (Contains 4 notes, 1 table, and 1 figure.)
Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A