Pub Date : 2020-02-14DOI: 10.1017/S0958344020000014
Emily Fen Kam, Yeu-Ting Liu, Wen-Ta Tseng
Abstract Captioned video is widely used to enhance second language (L2) learners’ exposure to oral input beyond the classroom setting, and captioning has been found to provide an instantaneous, useful visual aid for parsing and understanding L2 oral discourse. Nevertheless, a meta-analysis has shown that captioning exerts a selective effect on L2 learners with different profiles. This study investigated whether L2 learners’ modality preferences (visual vs. auditory) and working memory capacity (high vs. low) would modulate the effect of full captions on L2 listening outcome. Results from 60 participants revealed that both cognitive variables affected their L2 listening to different extents. Notably, working memory capacity modulates the impact of L2 learners’ preferred modality on their listening outcome. Modality preference did not exert any significant impact on the listening outcome of L2 learners with lower working memory capacity. For L2 learners with high working memory capacity, their modality preference played a pivotal role in modulating their listening outcome; in this case, auditory learners had the best listening performance viewing the video without captions, whereas visual learners did best when watching the captioned video. These findings speak to the need for taking individual differences into consideration when employing captioned videos.
{"title":"Effects of modality preference and working memory capacity on captioned videos in enhancing L2 listening outcomes","authors":"Emily Fen Kam, Yeu-Ting Liu, Wen-Ta Tseng","doi":"10.1017/S0958344020000014","DOIUrl":"https://doi.org/10.1017/S0958344020000014","url":null,"abstract":"Abstract Captioned video is widely used to enhance second language (L2) learners’ exposure to oral input beyond the classroom setting, and captioning has been found to provide an instantaneous, useful visual aid for parsing and understanding L2 oral discourse. Nevertheless, a meta-analysis has shown that captioning exerts a selective effect on L2 learners with different profiles. This study investigated whether L2 learners’ modality preferences (visual vs. auditory) and working memory capacity (high vs. low) would modulate the effect of full captions on L2 listening outcome. Results from 60 participants revealed that both cognitive variables affected their L2 listening to different extents. Notably, working memory capacity modulates the impact of L2 learners’ preferred modality on their listening outcome. Modality preference did not exert any significant impact on the listening outcome of L2 learners with lower working memory capacity. For L2 learners with high working memory capacity, their modality preference played a pivotal role in modulating their listening outcome; in this case, auditory learners had the best listening performance viewing the video without captions, whereas visual learners did best when watching the captioned video. These findings speak to the need for taking individual differences into consideration when employing captioned videos.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"213 - 230"},"PeriodicalIF":4.5,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41928680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-12DOI: 10.1017/S0958344020000038
R. Shadiev, Ting-Ting Wu, Yueh-Min Huang
Abstract A vocabulary acquisition learning activity was designed and a learning system featuring image-to-text recognition technology to support the activity was developed. The effectiveness of the system with regard to facilitating vocabulary acquisition was tested. The perceptions of learners toward this tool and the affordances of the system for vocabulary acquisition were also explored. To this end, we designed an experiment in which 40 native speakers of Russian learning English as a foreign language from an elementary school participated. They were assigned to either a control condition or an experimental condition. All learners learned new vocabulary in class and then applied their new knowledge to contexts with a realistic simulation of the real world by completing a learning task. The learners in the control group used a traditional approach (e.g. the learners learned vocabulary from corresponding pictures in a textbook), whereas the learners in the experimental group used the proposed learning system (e.g. the learners learned vocabulary using the system). A pre-test–post-test/delayed post-test design was employed to test the effectiveness of the treatment on vocabulary acquisition. Learner perceptions and perceived affordances of the system for vocabulary acquisition were explored through a questionnaire survey and interviews. The quantitative results showed that the learners in the experimental group outperformed their counterparts on both the vocabulary post-test and delayed post-test. The qualitative results revealed that most learners in the experimental group had positive perceptions of the system. In addition, the qualitative results showed the three main categories of affordances. Based on these results, several suggestions and implications are provided for the teaching and research community.
{"title":"Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts","authors":"R. Shadiev, Ting-Ting Wu, Yueh-Min Huang","doi":"10.1017/S0958344020000038","DOIUrl":"https://doi.org/10.1017/S0958344020000038","url":null,"abstract":"Abstract A vocabulary acquisition learning activity was designed and a learning system featuring image-to-text recognition technology to support the activity was developed. The effectiveness of the system with regard to facilitating vocabulary acquisition was tested. The perceptions of learners toward this tool and the affordances of the system for vocabulary acquisition were also explored. To this end, we designed an experiment in which 40 native speakers of Russian learning English as a foreign language from an elementary school participated. They were assigned to either a control condition or an experimental condition. All learners learned new vocabulary in class and then applied their new knowledge to contexts with a realistic simulation of the real world by completing a learning task. The learners in the control group used a traditional approach (e.g. the learners learned vocabulary from corresponding pictures in a textbook), whereas the learners in the experimental group used the proposed learning system (e.g. the learners learned vocabulary using the system). A pre-test–post-test/delayed post-test design was employed to test the effectiveness of the treatment on vocabulary acquisition. Learner perceptions and perceived affordances of the system for vocabulary acquisition were explored through a questionnaire survey and interviews. The quantitative results showed that the learners in the experimental group outperformed their counterparts on both the vocabulary post-test and delayed post-test. The qualitative results revealed that most learners in the experimental group had positive perceptions of the system. In addition, the qualitative results showed the three main categories of affordances. Based on these results, several suggestions and implications are provided for the teaching and research community.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"195 - 212"},"PeriodicalIF":4.5,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344020000038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46401252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-16DOI: 10.1017/S0958344019000247
Alberto Andújar
Abstract The present investigation analyses the potential of a pedagogical dynamic assessment (DA) approach to foster second language (L2) development through the use of a mobile instant messaging application. Students’ zone of actual and proximal development is observed through the use of a grammar and vocabulary level test and the use of the WhatsApp application respectively. Sixty students taking a B1 English course at the language centre of a Spanish university were studied. A mixed methods methodology was used to analyse the differences between two pre-existing groups (control and experimental), each consisting of 30 participants. Both groups received the same tuition and content, and students in the experimental group participated in a daily conversation in the application during a five-month period where negative feedback was provided by the teacher through the use of an inventory of prompts, from most implicit to most explicit. Throughout the research, pedagogical mobile-mediated DA became a central part of the students’ learning process, extending learning beyond the in-class time and becoming a constant source of L2 input and feedback. Moreover, results indicated that DA and dialogic mediation helped students reflect on their language performance, gradually requiring less explicit feedback and metalinguistic explanations.
{"title":"Mobile-mediated dynamic assessment: A new perspective for second language development","authors":"Alberto Andújar","doi":"10.1017/S0958344019000247","DOIUrl":"https://doi.org/10.1017/S0958344019000247","url":null,"abstract":"Abstract The present investigation analyses the potential of a pedagogical dynamic assessment (DA) approach to foster second language (L2) development through the use of a mobile instant messaging application. Students’ zone of actual and proximal development is observed through the use of a grammar and vocabulary level test and the use of the WhatsApp application respectively. Sixty students taking a B1 English course at the language centre of a Spanish university were studied. A mixed methods methodology was used to analyse the differences between two pre-existing groups (control and experimental), each consisting of 30 participants. Both groups received the same tuition and content, and students in the experimental group participated in a daily conversation in the application during a five-month period where negative feedback was provided by the teacher through the use of an inventory of prompts, from most implicit to most explicit. Throughout the research, pedagogical mobile-mediated DA became a central part of the students’ learning process, extending learning beyond the in-class time and becoming a constant source of L2 input and feedback. Moreover, results indicated that DA and dialogic mediation helped students reflect on their language performance, gradually requiring less explicit feedback and metalinguistic explanations.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"178 - 194"},"PeriodicalIF":4.5,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344019000247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45051686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-09DOI: 10.1017/S0958344019000235
Babürhan Üzüm, S. Akayoğlu, B. Yazan
Abstract Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.
{"title":"Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA","authors":"Babürhan Üzüm, S. Akayoğlu, B. Yazan","doi":"10.1017/S0958344019000235","DOIUrl":"https://doi.org/10.1017/S0958344019000235","url":null,"abstract":"Abstract Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"162 - 177"},"PeriodicalIF":4.5,"publicationDate":"2020-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344019000235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44845830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1017/s095834401900020x
A. Boulton
ReCALL is published by Cambridge University Press but owned by EUROCALL, who updated their mission statement this year. To reflect this, ReCALL has also taken a look at its aims and scope and made a number of changes; the new text features on the inside front cover and on the journal homepage, as does the list of people participating in work for ReCALL. Continuing the policy established in 2016, a third of the members of the Editorial Board have been contacted to renew their membership; among the Associate Editors, Linda Bradley and Frederik Cornillie have had to stand down due to changing work commitments. They will not be leaving us entirely though, as both have agreed to stay on the Editorial Board. Pascual Pérez-Paredes and Shona Whyte join us as Associate Editors in their stead, and both have been assigned their first papers within the ScholarOne system – a steep learning curve at the start! Our heartfelt thanks to all concerned for the work they do. This year we sought proposals from Guest Editors for a new special issue of ReCALL to be published in 2021. Four high-quality projects were submitted, and after discussion by the Editorial Board during the annual EUROCALL conference in Louvain-la-Neuve in Belgium, the proposal by Elena Martín-Monje (UNED, Spain) and Kate Borthwick (University of Southampton, UK) was accepted on the topic “Researching massive open online courses for language teaching and learning.” The call for papers is now out, and we look forward to receiving your submissions. ReCALL’s impact factor, as calculated by Clarivate Analytics, has dropped from 2.206 to 1.361 in 2018, slightly above the figure for 2015. This might sound disappointing, but ReCALL is still among the top journals in CALL and in the top 50 journals in linguistics as a whole. More telling, nearly 3,000 articles were downloaded from ReCALL every month in 2018. There are good reasons to be wary of impact factor and other bibliometric measures, as I noted last January when the figures were higher: “While such metrics have their uses, they also have their limits, especially in fields such as human and social sciences with relatively low figures: what counts is the quality of submissions and publications in providing first-class research in the field.” The low numbers in fields such as linguistics mean that major fluctuations are inevitable and partly random, and not particularly meaningful: it might be likened to asking someone if they would like 1.4 or 2.2 grains of sugar in their coffee – you would be hard pressed to taste the difference. So why are the scores so low in linguistics and related fields? First, in the main calculation, any references that are more than two years old do not contribute to the impact factor of the sources cited. In linguistics, the half-life of publication is more than 10 years (i.e. half the references are more than 10 years old), as the field does not evolve as fast as in, say, biology or psychology, and it can be important to
{"title":"Editorial","authors":"A. Boulton","doi":"10.1017/s095834401900020x","DOIUrl":"https://doi.org/10.1017/s095834401900020x","url":null,"abstract":"ReCALL is published by Cambridge University Press but owned by EUROCALL, who updated their mission statement this year. To reflect this, ReCALL has also taken a look at its aims and scope and made a number of changes; the new text features on the inside front cover and on the journal homepage, as does the list of people participating in work for ReCALL. Continuing the policy established in 2016, a third of the members of the Editorial Board have been contacted to renew their membership; among the Associate Editors, Linda Bradley and Frederik Cornillie have had to stand down due to changing work commitments. They will not be leaving us entirely though, as both have agreed to stay on the Editorial Board. Pascual Pérez-Paredes and Shona Whyte join us as Associate Editors in their stead, and both have been assigned their first papers within the ScholarOne system – a steep learning curve at the start! Our heartfelt thanks to all concerned for the work they do. This year we sought proposals from Guest Editors for a new special issue of ReCALL to be published in 2021. Four high-quality projects were submitted, and after discussion by the Editorial Board during the annual EUROCALL conference in Louvain-la-Neuve in Belgium, the proposal by Elena Martín-Monje (UNED, Spain) and Kate Borthwick (University of Southampton, UK) was accepted on the topic “Researching massive open online courses for language teaching and learning.” The call for papers is now out, and we look forward to receiving your submissions. ReCALL’s impact factor, as calculated by Clarivate Analytics, has dropped from 2.206 to 1.361 in 2018, slightly above the figure for 2015. This might sound disappointing, but ReCALL is still among the top journals in CALL and in the top 50 journals in linguistics as a whole. More telling, nearly 3,000 articles were downloaded from ReCALL every month in 2018. There are good reasons to be wary of impact factor and other bibliometric measures, as I noted last January when the figures were higher: “While such metrics have their uses, they also have their limits, especially in fields such as human and social sciences with relatively low figures: what counts is the quality of submissions and publications in providing first-class research in the field.” The low numbers in fields such as linguistics mean that major fluctuations are inevitable and partly random, and not particularly meaningful: it might be likened to asking someone if they would like 1.4 or 2.2 grains of sugar in their coffee – you would be hard pressed to taste the difference. So why are the scores so low in linguistics and related fields? First, in the main calculation, any references that are more than two years old do not contribute to the impact factor of the sources cited. In linguistics, the half-life of publication is more than 10 years (i.e. half the references are more than 10 years old), as the field does not evolve as fast as in, say, biology or psychology, and it can be important to ","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"1 - 3"},"PeriodicalIF":4.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s095834401900020x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42871176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-04DOI: 10.1017/S0958344019000193
Maria Chinkina, Simón Ruiz, Walt Detmar Meurers
Abstract How can state-of-the-art computational linguistic technology reduce the workload and increase the efficiency of language teachers? To address this question, we combine insights from research in second language acquisition and computational linguistics to automatically generate text-based questions to a given text. The questions are designed to draw the learner’s attention to target linguistic forms – phrasal verbs, in this particular case – by requiring them to use the forms or their paraphrases in the answer. Such questions help learners create form-meaning connections and are well suited for both practice and testing. We discuss the generation of a novel type of question combining a wh- question with a gapped sentence, and report the results of two crowdsourcing evaluation studies investigating how well automatically generated questions compare to those written by a language teacher. The first study compares our system output to gold standard human-written questions via crowdsourcing rating. An equivalence test shows that automatically generated questions are comparable to human-written ones. The second crowdsourcing study investigates two types of questions (wh- questions with and without a gapped sentence), their perceived quality, and the responses they elicit. Finally, we discuss the challenges and limitations of creating and evaluating question-generation systems for language learners.
{"title":"Crowdsourcing evaluation of the quality of automatically generated questions for supporting computer-assisted language teaching","authors":"Maria Chinkina, Simón Ruiz, Walt Detmar Meurers","doi":"10.1017/S0958344019000193","DOIUrl":"https://doi.org/10.1017/S0958344019000193","url":null,"abstract":"Abstract How can state-of-the-art computational linguistic technology reduce the workload and increase the efficiency of language teachers? To address this question, we combine insights from research in second language acquisition and computational linguistics to automatically generate text-based questions to a given text. The questions are designed to draw the learner’s attention to target linguistic forms – phrasal verbs, in this particular case – by requiring them to use the forms or their paraphrases in the answer. Such questions help learners create form-meaning connections and are well suited for both practice and testing. We discuss the generation of a novel type of question combining a wh- question with a gapped sentence, and report the results of two crowdsourcing evaluation studies investigating how well automatically generated questions compare to those written by a language teacher. The first study compares our system output to gold standard human-written questions via crowdsourcing rating. An equivalence test shows that automatically generated questions are comparable to human-written ones. The second crowdsourcing study investigates two types of questions (wh- questions with and without a gapped sentence), their perceived quality, and the responses they elicit. Finally, we discuss the challenges and limitations of creating and evaluating question-generation systems for language learners.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"145 - 161"},"PeriodicalIF":4.5,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344019000193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43553745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-03DOI: 10.1017/S095834401900017X
Levi McNeil
Abstract This descriptive study investigated the implementation of student-selected, entertainment-purposed digital games for foreign language teaching and learning. During a 15-week semester, 16 Korean EFL students enrolled in an introductory educational technology course played online games, visited gaming sites, and completed instructional tasks. Conceptualizing games as social practices and drawing from the bridging activities framework (Thorne & Reinhardt, 2008), instructional tasks were designed to enhance language awareness and to present possibilities for socialization into gaming discourses. The study investigated the ways that the designed pedagogy supported or impeded language awareness and gaming discourse participation. The study found that the students exhibited language awareness in many ways, but that there were missed opportunities in developing student understandings of language as a social medium. Additionally, six students (38%) directly participated in gaming spaces, and some of them took on more central roles in gaming practices over time. Other students, however, did not attempt to directly participate in gaming sites or were not successful in their attempts. These findings are discussed in regard to pedagogical design, including game selection and supporting learner analyses of gaming discourses, as well as avenues for future research examining socialization in classrooms and gaming spaces.
{"title":"Implementing digital game-enhanced pedagogy: Supportive and impeding language awareness and discourse participation phenomena","authors":"Levi McNeil","doi":"10.1017/S095834401900017X","DOIUrl":"https://doi.org/10.1017/S095834401900017X","url":null,"abstract":"Abstract This descriptive study investigated the implementation of student-selected, entertainment-purposed digital games for foreign language teaching and learning. During a 15-week semester, 16 Korean EFL students enrolled in an introductory educational technology course played online games, visited gaming sites, and completed instructional tasks. Conceptualizing games as social practices and drawing from the bridging activities framework (Thorne & Reinhardt, 2008), instructional tasks were designed to enhance language awareness and to present possibilities for socialization into gaming discourses. The study investigated the ways that the designed pedagogy supported or impeded language awareness and gaming discourse participation. The study found that the students exhibited language awareness in many ways, but that there were missed opportunities in developing student understandings of language as a social medium. Additionally, six students (38%) directly participated in gaming spaces, and some of them took on more central roles in gaming practices over time. Other students, however, did not attempt to directly participate in gaming sites or were not successful in their attempts. These findings are discussed in regard to pedagogical design, including game selection and supporting learner analyses of gaming discourses, as well as avenues for future research examining socialization in classrooms and gaming spaces.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"106 - 124"},"PeriodicalIF":4.5,"publicationDate":"2019-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S095834401900017X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.1017/S0958344019000132
J. Knight, M. Dooly, E. Barberá
Abstract Research into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners, highlighting its relevance and importance in the field of second language acquisition (SLA). Because CMC scenarios require attending to both peers and the screen, learners can be seen as positioned as “semiotic initiators and responders” (Coffin & Donohue, 2014). Increasingly, researchers are highlighting a need for a methodological “turn” to analyse this scenario from a “language” focus to a more holistic understanding of the interactions (Flewitt, 2008; Hampel & Hauck, 2006; Kress & van Leeuwen, 2001; Lamy, 2006). Along these lines, this case study explores how the action of task completion is mediated between six dyads (and individuals within the dyads) during an online peer-to-peer audioconferencing event. Drawing on notions from multimodal (inter)actional analysis (Norris, 2004, 2006) and the notion of “semiotic initiators and responders”, it investigates semiotic mediation with screen-based resources through analysis of audio recordings, screenshots, log files, task simulation and reconstruction. Results highlight oral and screen-based initiations and responses that take place during task completion, which is presented as a framework.
{"title":"Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks","authors":"J. Knight, M. Dooly, E. Barberá","doi":"10.1017/S0958344019000132","DOIUrl":"https://doi.org/10.1017/S0958344019000132","url":null,"abstract":"Abstract Research into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners, highlighting its relevance and importance in the field of second language acquisition (SLA). Because CMC scenarios require attending to both peers and the screen, learners can be seen as positioned as “semiotic initiators and responders” (Coffin & Donohue, 2014). Increasingly, researchers are highlighting a need for a methodological “turn” to analyse this scenario from a “language” focus to a more holistic understanding of the interactions (Flewitt, 2008; Hampel & Hauck, 2006; Kress & van Leeuwen, 2001; Lamy, 2006). Along these lines, this case study explores how the action of task completion is mediated between six dyads (and individuals within the dyads) during an online peer-to-peer audioconferencing event. Drawing on notions from multimodal (inter)actional analysis (Norris, 2004, 2006) and the notion of “semiotic initiators and responders”, it investigates semiotic mediation with screen-based resources through analysis of audio recordings, screenshots, log files, task simulation and reconstruction. Results highlight oral and screen-based initiations and responses that take place during task completion, which is presented as a framework.","PeriodicalId":47046,"journal":{"name":"Recall","volume":"32 1","pages":"25 - 46"},"PeriodicalIF":4.5,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0958344019000132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48872805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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