Abstract
From both interactionist and sociocultural perspectives on second language acquisition (SLA), learner-learner interactions provide opportunities for negotiation of meaning, which may facilitate their second language learning. There is yet a paucity of studies on learners’ multimodal interaction and collaborative language learning investigating the effect of task design in web conferencing-based environments. This empirical research has a dual aim: 1) to explore how the teacher and learners use multiple modes (video, audio, text chat, voting, raised-hand function, emoticons and whiteboard) to make meaning in a web conferencing environment, and 2) to examine whether learners engage in negotiation of meaning in the completion of tasks in the web conferencing environment. In this study, a group of elementary level Chinese students conducted two online sessions—one jigsaw task and one information-gap task - delivered by a web conferencing platform (Blackboard Collaborate). A mixed methods approach was adopted in that a) the teacher's and learners’ multimodal interactions were recorded and analysed quantitatively in order to illustrate participation patterns, b) Varonis and Gass's (1985) model was used to identify instances of negotiation of meaning in learner-learner interactions through an interpretive analysis of the data.
| Language | English |
|---|---|
| Pages | 26-38 |
| Number of pages | 13 |
| Journal | System |
| Volume | 62 |
| DOIs | |
| Publication status | Published - 1 Nov 2016 |
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Keywords
- Web conferencing
- Task-based language teaching
- Computer-mediated communication
- Online Chinese teaching
- Multimodality
Cite this
}
The implementation of task-based teaching in an online Chinese class through web conferencing. / Guo, Sijia; Möllering, Martina.
In: System, Vol. 62, 01.11.2016, p. 26-38.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The implementation of task-based teaching in an online Chinese class through web conferencing
AU - Guo, Sijia
AU - Möllering, Martina
PY - 2016/11/1
Y1 - 2016/11/1
N2 - From both interactionist and sociocultural perspectives on second language acquisition (SLA), learner-learner interactions provide opportunities for negotiation of meaning, which may facilitate their second language learning. There is yet a paucity of studies on learners’ multimodal interaction and collaborative language learning investigating the effect of task design in web conferencing-based environments. This empirical research has a dual aim: 1) to explore how the teacher and learners use multiple modes (video, audio, text chat, voting, raised-hand function, emoticons and whiteboard) to make meaning in a web conferencing environment, and 2) to examine whether learners engage in negotiation of meaning in the completion of tasks in the web conferencing environment. In this study, a group of elementary level Chinese students conducted two online sessions—one jigsaw task and one information-gap task - delivered by a web conferencing platform (Blackboard Collaborate). A mixed methods approach was adopted in that a) the teacher's and learners’ multimodal interactions were recorded and analysed quantitatively in order to illustrate participation patterns, b) Varonis and Gass's (1985) model was used to identify instances of negotiation of meaning in learner-learner interactions through an interpretive analysis of the data.
AB - From both interactionist and sociocultural perspectives on second language acquisition (SLA), learner-learner interactions provide opportunities for negotiation of meaning, which may facilitate their second language learning. There is yet a paucity of studies on learners’ multimodal interaction and collaborative language learning investigating the effect of task design in web conferencing-based environments. This empirical research has a dual aim: 1) to explore how the teacher and learners use multiple modes (video, audio, text chat, voting, raised-hand function, emoticons and whiteboard) to make meaning in a web conferencing environment, and 2) to examine whether learners engage in negotiation of meaning in the completion of tasks in the web conferencing environment. In this study, a group of elementary level Chinese students conducted two online sessions—one jigsaw task and one information-gap task - delivered by a web conferencing platform (Blackboard Collaborate). A mixed methods approach was adopted in that a) the teacher's and learners’ multimodal interactions were recorded and analysed quantitatively in order to illustrate participation patterns, b) Varonis and Gass's (1985) model was used to identify instances of negotiation of meaning in learner-learner interactions through an interpretive analysis of the data.
KW - Web conferencing
KW - Task-based language teaching
KW - Computer-mediated communication
KW - Online Chinese teaching
KW - Multimodality
UR - http://www.scopus.com/inward/record.url?scp=84978886730&partnerID=8YFLogxK
U2 - 10.1016/j.system.2016.07.003
DO - 10.1016/j.system.2016.07.003
M3 - Article
VL - 62
SP - 26
EP - 38
JO - System
T2 - System
JF - System
SN - 0346-251X
ER -