Commenting to learn: evidence of language and intercultural learning in comments on YouTube videos

Phil Benson*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    34 Citations (Scopus)

    Abstract

    It is often observed that the globalization of social media has opened up new opportunities for informal intercultural communication and foreign language learning. This study aims to go beyond this general observation through a case study that explores how discourse analysis tools might be used to uncover evidence of language and intercultural learning in comments on YouTube videos involving Chinese-English translanguaging. Analysis of exchange structure-interactional acts involving information exchange and stance marking-suggests that translanguaging triggers interactionally-rich comments that are oriented towards information exchange and negotiation for meaning on topics of language and culture. It is argued that the methodologies used have good potential for use in studies that aim to investigate learning in online settings, both at the environmental level, in macroanalysis of large data sets, and at the individual/situational level, in microanalysis of shorter interactional sequences.

    Original languageEnglish
    Pages (from-to)88-105
    Number of pages18
    JournalLanguage Learning and Technology
    Volume19
    Issue number3
    Publication statusPublished - Oct 2015

    Keywords

    • computer-mediated communication
    • discourse analysis
    • learner autonomy
    • video

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