Can Synchronous Computer-Mediated Communication (CMC) Help Beginning-Level Foreign Language Learners Speak?

Autor/in	Ko, Chao-Jung
Titel	Can Synchronous Computer-Mediated Communication (CMC) Help Beginning-Level Foreign Language Learners Speak?
Quelle	In: Computer Assisted Language Learning, 25 (2012) 3, S.217-236 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2011.649483
Schlagwörter	Computer Mediated Communication; Second Language Learning; Oral Language; Skill Development; Language Tests; Comparative Analysis; French; Second Language Instruction; Foreign Countries; Learning Strategies; Interviews; Diaries; Language Proficiency; Task Analysis; College Students; Taiwan + Suchen Sie Ihr Suchwort? Computerkonferenz; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Kompetenzentwicklung; Qualifikationsentwicklung; Language test; Sprachtest; Französisch; Fremdsprachenunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interviewing; Interviewtechnik; Diary; Tagebuch; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Collegestudent
Abstract	This study investigated the possibility that initial-level learners may acquire oral skills through synchronous computer-mediated communication (SCMC). Twelve Taiwanese French as a foreign language (FFL) students, divided into three groups, were required to conduct a variety of tasks in one of the three learning environments (video/audio, audio, and face-to-face (f2f)) over 18 weeks. The participants' performance in three oral tests was compared to see if they had developed oral skills in the three environments. The other data such as their online chat records, interview transcriptions, learning journals, and the instructor's observation journal provided further information about how they developed oral skills in their learning environment. The results suggested that factors (related to task design, learners' strategy use) generated by the three environments, rather than the environments themselves, have the biggest impact on learners' oral proficiency development. In addition, all three environments held the potential to help different types of students to develop oral skills. (Contains 14 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10