"Missed" Communication in Online Communication: Tensions in a German-American Telecollaboration

Autor/in	Ware, Paige
Titel	"Missed" Communication in Online Communication: Tensions in a German-American Telecollaboration
Quelle	In: Language Learning & Technology, 9 (2005) 2, S.64-89 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Foreign Countries; Discourse Analysis; Second Languages; Language Role; German; Qualitative Research; Conflict; Interaction Process Analysis; Social Environment; Prior Learning; Computer Mediated Communication; Telecommunications; Student Motivation; Interpersonal Relationship; Cultural Context; Learner Engagement; Germany; United States + Suchen Sie Ihr Suchwort? Ausland; Diskursanalyse; Second language; Zweitsprache; Deutscher; Qualitative Forschung; Konflikt; Prozessanalyse; Soziales Umfeld; Vorkenntnisse; Computerkonferenz; Telekommunikationstechnik; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Deutschland; USA
Abstract	This qualitative study explores the factors that contributed to limited interactional involvement in a telecollaborative project linking two groups of participants: 12 advanced-level students of English in northeastern Germany and 9 advanced-level students of German in the southwestern United States. Drawing on data from online transcripts, interviews, and questionnaires, I examine the tensions that arise when students' attempts at communicating online result in missed opportunities for engaging with their online partners. I report on the results of a discourse analysis of the online transcripts and rely on extensive interview and survey data to examine which factors made it difficult for students to maintain sustained interpersonal involvement in the online discourse. I document three main contextual tensions that arose from the different socially and culturally situated attitudes, beliefs, and expectations that informed students' communicative choices in the online discourse. I address the pedagogical implications of each of these three tensions. The findings suggest that research needs to focus not only on how students jointly construct online discourse, but how they co-construe the context for their participation. The paper concludes by addressing the implications of these findings for future research promoting language and culture learning online. (Contains 3 tables and 9 notes.) (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	2017/4/10