Online Communication in Language Learning and Teaching PDF
Preview Online Communication in Language Learning and Teaching
Research and Practice in Applied Linguistics General Editors: Christopher N. CandlinandDavid R. Hall, Linguistics Department, Macquarie University, Australia. All books in this series are written by leading researchers and teachers in Applied Linguistics, with broad international experience. They are designed for the MA or PhD student in Applied Linguistics, TESOL or similar subject areas and for the language professional keen to extend their research experience. Titles include: Francesca Bargiela-Chiappini, Catherine Nickerson and Brigitte Planken BUSINESS DISCOURSE Sandra Beatriz Hale COMMUNITY INTERPRETING Geoff Hall LITERATURE IN LANGUAGE EDUCATION Richard Kiely and Pauline Rea-Dickins PROGRAM EVALUATION IN LANGUAGE EDUCATION Marie-Noëlle Lamy and Regine Hampel ONLINE COMMUNICATION IN LANGUAGE LEARNING AND TEACHING Virginia Samuda and Martin Bygate TASKS IN SECOND LANGUAGE LEARNING Cyril J. Weir LANGUAGE TESTING AND VALIDATION Tony Wright CLASSROOM MANAGEMENT IN LANGUAGE EDUCATION Forthcoming titles: Dick Allwright and Judith Hanks THE DEVELOPING LEARNER Anne Burns LITERACIES David Butt and Annabelle Lukin GRAMMAR Alison Ferguson and Elizabeth Armstrong COMMUNICATIONS DISORDERS Lynn Flowerdew CORPORA AND LANGUAGE EDUCATION Sandra Gollin and David R. Hall LANGUAGE FOR SPECIFIC PURPOSES Marilyn Martin-Jones BILINGUALISM Martha Pennington PRONUNCIATION Norbert Schmitt VOCABULARY Helen Spencer-Oatey and Peter Franklin INTERCULTURAL INTERACTION Devon Woods and Emese Bukor INSTRUCTIONAL STRATEGIES AND PROCESSES IN LANGUAGE EDUCATION Research and Practice in Applied Linguistics Series Standing Order ISBN 978-1–4039–1184–1 hardcover Series Standing Order ISBN 978-1–4039–1185–8 paperback (outside North America only) You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and one of the ISBNs quoted above. Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke, Hampshire RG21 6XS, England Online Communication in Language Learning and Teaching Marie-Noëlle Lamy and Regine Hampel © Marie-Noëlle Lamy and Regine Hampel 2007 Softcover reprint of the hardcover 1st edition 2007 978-0-230-00126-8 All rights reserved.No reproduction,copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced,copied or transmitted save with written permission or in accordance with the provisions of the Copyright,Designs and Patents Act 1988,or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency,90 Tottenham Court Road,London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published in 2007 by PALGRAVE MACMILLAN Houndmills,Basingstoke,Hampshire RG21 6XS and 175 Fifth Avenue,New York,N.Y.10010 Companies and representatives throughout the world. PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St.Martin’s Press,LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States,United Kingdom and other countries.Palgrave is a registered trademark in the European Union and other countries. ISBN 978-0-230-00127-5 ISBN 978-0-230-59268-1 (eBook) DOI 10.1057/9780230592681 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources.Logging,pulping and manufacturing processes are expected to conform to the environmental regulations of thecountry of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. 10 9 8 7 6 5 4 3 2 1 16 15 14 13 12 11 10 09 08 07 To Fiona. To Stewart This page intentionally left blank Contents List of Figures xi List of Tables xii Checklists xiii General Editors’ Preface xiv Acknowledgements xvi Introduction 1 Part I Key Concepts and Issues 1 Historical Background 7 1.1 The emergence of computer-mediated communication for language learning and teaching 7 1.2 The road travelled: a broad view 10 1.3 What the meta-literature reveals about practice and research 12 1.4 Practitioner studies as a reflection of practices of use 13 1.5 A new content area emerges 16 1.6 The quality of CMCL research 16 1.7 Summary 18 2 Learning Theories 19 2.1 Theoretical framework 1: the cognitive SLA model 19 2.2 Theoretical framework 2: sociocultural theory 23 2.3 Summary 29 3 Mediation, Multimodality and Multiliteracies 31 3.1 What is mediation? 31 3.2 Affordances, modes and the computer medium 34 3.3 New literacies 43 3.4 Summary 47 4 Lines of Enquiry into CMCL 49 4.1 Issues in comparative research 49 4.2 Discourse and conversation analysis 51 vii viii Contents 4.3 The ecology of online learning, interculturalism and identity research 57 4.4 Summary 59 5 Teaching Online 61 5.1 Teachers’ roles and skills 61 5.2 Teaching online through collaboration, task-based and problem-based learning 64 5.3 The teacher as reflective practitioner 73 5.4 Summary 74 6 Learner Experience 76 6.1 Learner participation 77 6.2 Anxiety 79 6.3 Motivation, learner control and autonomy 82 6.4 Presence and identity 85 6.5 Summary 87 7 Assessment of CMCL 88 7.1 Different understandings of ‘online assessment’ 89 7.2 Designing assignments for CMCL 98 7.3 The student’s experience of CMC assessment 99 7.4 Summary and future research needs 100 Part II Research and Practice 8 Asynchronous Fora 107 8.1 Introduction 107 8.2 Savignon and Roithmeier 2004 108 8.3 Weasenforth, Biesenbach-Lucas and Meloni 2002 110 8.4 Conclusion 112 9 Synchronous Chat 115 9.1 Introduction 115 9.2 Blake 2000 116 9.3 Thorne 2003 118 9.4 Conclusion 121 10 Multiple Object-oriented Environments 123 10.1 Introduction 123 10.2 Kötter 2003 124 10.3 Schneider and von der Emde 2005 127 10.4 Conclusion 130 Contents ix 11 Audiographic Environments and Virtual Worlds 131 11.1 Introduction 131 11.2 Erben 1999 131 11.3 Svensson 2003 134 11.4 Conclusion 136 12 Videoconferencing 138 12.1 Introduction 138 12.2 Goodfellow, Jefferys, Miles and Shirra 1996 139 12.3 O’Dowd 2006a and 2006b 142 12.4 Conclusion 144 13 Emerging Technologies 146 13.1 Blogs 146 13.2 Wikis 148 13.3 Mobile devices 150 13.4 Conclusion 153 Part III Practitioner Research 14 An Overview of Practitioner Research 157 14.1 What is practitioner research? 157 14.2 The three essential steps of all practitioner research 159 14.3 Overview of methods and instruments 166 14.4 Summary 170 15 A Practical Guide to CMCL Practitioner Research 172 15.1 You and your participants’ technical competence 173 15.2 An ethical framework for your project 174 15.3 What practical consequences can you expect to face when researching home-based distributed learning? 177 15.4 Guarding against the effects of automatic indicators 179 15.5 Summary 181 16 Data in Practitioner Research 183 16.1 What counts as data? 183 16.2 How should your data be presented? 185 16.3 What is a corpus and do you need one? 188 16.4 How can you store and preserve your data? 188
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