Computer-Mediated Communication: Promoting Learner Autonomy and Intercultural Understanding at Secondary Level

Autor/inn/en	Fisher, Linda; Evans, Michael; Esch, Edith
Titel	Computer-Mediated Communication: Promoting Learner Autonomy and Intercultural Understanding at Secondary Level
Quelle	In: Language Learning Journal, 30 (2004) 1, S.50-58 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
Schlagwörter	Computer Mediated Communication; Personal Autonomy; Foreign Countries; French; Native Language; English (Second Language); Second Language Learning; Electronic Mail; Cultural Awareness; Discourse Analysis; Language Usage; Intercultural Communication; Second Language Instruction; Intervention; Peer Relationship; Belgium; France; Senegal; United Kingdom (England) + Suchen Sie Ihr Suchwort? Computerkonferenz; Individuelle Autonomie; Ausland; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elektronischer Briefkasten; Cultural identity; Kulturelle Identität; Diskursanalyse; Sprachgebrauch; Interkulturelle Kommunikation; Fremdsprachenunterricht; Peer-Beziehungen; Belgien; Frankreich
Abstract	The use of Computer-Mediated Communication (CMC) has been hailed as a solution to the problem of access to native speakers for language learners. This project was devised to investigate whether regular and structured use of email, here via a bulletin board, might enhance learners' study of French, with regard to developing learner autonomy and intercultural understanding. School-age learners of French and English in four countries (Belgium, England, France and Senegal) were placed in groups of about six, and encouraged to communicate both freely with each other and in response to certain stimuli. An analysis of the discourse via the online messages written by participants finds a high level of response, with learners exercising autonomy in a variety of ways. Learners use both their native tongue (L1) and the foreign language (L2) to communicate, without teacher intervention, with peers in other cultural contexts, and there is evidence to suggest that participation in E-group learning of this kind could develop learners' intercultural understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10