Tandem Language Learning by E-Mail: Some Basic Principles and a Case Study. CLCS Occasional Paper No. 54.

Autor/in	Appel, Marie Christine
Institution	Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies.
Titel	Tandem Language Learning by E-Mail: Some Basic Principles and a Case Study. CLCS Occasional Paper No. 54.
Quelle	(1999), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0332-3889
Schlagwörter	Case Studies; Communicative Competence (Languages); Computer Mediated Communication; Cooperative Learning; Electronic Mail; English (Second Language); Foreign Countries; Instructional Effectiveness; International Programs; Language Skills; Peer Teaching; Personal Autonomy; Second Language Learning; Second Languages; Skill Development; Spanish; Teaching Methods; Denmark; Ireland; Spain + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Computerkonferenz; Kooperatives Lernen; Elektronischer Briefkasten; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Unterrichtserfolg; Language skill; Sprachkompetenz; Peer group teaching; Peer Group Teaching; Individuelle Autonomie; Zweitsprachenerwerb; Second language; Zweitsprache; Kompetenzentwicklung; Qualifikationsentwicklung; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Dänemark; Irland; Spanien
Abstract	A study investigated the effectiveness of tandem second language learning using electronic mail (e-mail). Tandem language learning refers to a partnership between two learners, each learning the other's native language. The underlying principles of reciprocity and learner autonomy are explored, use of asynchronous communication between individuals for language learning is discussed, and theory on communicative language learning and the role of writing in language learning is examined, and the study is presented. Subjects were seven dyads of native English- and native Spanish-speaking adults of varied second-language proficiency levels, located in Ireland, Denmark, and Spain. Data were drawn from analysis of e-mail messages and a survey of participants. Analysis focuses on choice of language, type of language used, nature of cultural exchange, style and quality of peer feedback, development of language usage awareness, communication strategies, and students' comments and attitudes. Conclusions and areas for further research are discussed. Contains 53 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC