Toward a Comprehensive Model of Negotiated Interaction in Computer-Mediated Communication

Autor/inn/en	van der Zwaard, Rose; Bannink, Anne
Titel	Toward a Comprehensive Model of Negotiated Interaction in Computer-Mediated Communication
Quelle	In: Language Learning & Technology, 23 (2019) 3, S.116-135 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Second Language Learning; Persuasive Discourse; Computer Mediated Communication; Learning Processes; Foreign Countries; Intercultural Communication; Discourse Analysis; Models; Cooperative Learning; Learning Strategies; Videoconferencing; Comparative Analysis; English (Second Language); Undergraduate Students; Program Descriptions; Exchange Programs; Interaction; Second Language Instruction; Native Speakers; Drama; Netherlands; Australia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Persuasion; Persuasive Kommunikation; Computerkonferenz; Learning process; Lernprozess; Ausland; Interkulturelle Kommunikation; Diskursanalyse; Analogiemodell; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Interaktion; Fremdsprachenunterricht; Muttersprachler; Schauspiel; Niederlande; Australien
Abstract	In this paper we explore and identify emerging patterns of synchronous digital discourse trajectories between dyads of native (NS) and non-native speakers (NNS), with a particular focus on (absence of) negotiated interaction. We will present a new model of L2 learning interaction that is a schematic representation of two main types of hearer response that have been found after a trigger of nonunderstanding: Task-appropriate response (TAR) and face-appropriate response (FAR). In addition, we outline five different discourse trajectories. The model we propose is based on data derived from interactive task performances of groups of Dutch and Australian students in two telecollaboration projects. The discourse trajectories represented in our model provide us with useful insights into the complexities of digital interaction in an L2-learning environment and show that NNS-NS communication is more complex than traditional negotiation of meaning models suggest. We expect our model to contribute to a better understanding of L2 learning processes related to interaction in digital settings. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01