Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Second language acquisition (SLA) researchers strive to understand the language and exchanges that learners generate in synchronous computer-mediated communication (SCMC). Doughty and Long (2003) advocate replacing open-ended SCMC with task-based language teaching (TBLT) design principles. Since most task-based SCMC (TB-SCMC) research addresses an interactionist view (e.g., whether uptake occurs), we know little about holistic language units generated by learners even though research suggests that task demands make TB-SCMC communication notably different from general SCMC communication. This study documents and accounts for discourse-pragmatic and sociocultural behaviors learners exhibit in TB-SCMC. To capture a variety of such behaviors, it documents holistic language units produced by intermediate and advanced learners of Spanish during two multimodal, TB-SCMC activities. The study found that simple assertions were most prevalent (a) with dyads at the lower level of instruction and (b) when dyads had a relatively short amount of time to chat. Additionally, interpersonal, sociocultural behaviors (e.g., joking, off-task discussions) were more likely to occur (a) amongst dyads at the advanced level and (b) when they had relatively more time to chat. Implications explain how tasks might mitigate the potential processing overload that multimodal materials could incur.

Original languageEnglish (US)
Pages (from-to)68-87
Number of pages20
JournalLanguage Learning and Technology
Volume13
Issue number2
StatePublished - Jun 2009

Fingerprint

computer-mediated communication
dyad
Communication
chat
language
communication
communication research
language acquisition
pragmatics
instruction
Synchronous Computer-mediated Communication
Language
discourse
Teaching
Dyads
Processing
time

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Computer Science Applications

Cite this

@article{8a3bb6f130e14b29b1d6f2b23a943c0f,
title = "Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication",
abstract = "Second language acquisition (SLA) researchers strive to understand the language and exchanges that learners generate in synchronous computer-mediated communication (SCMC). Doughty and Long (2003) advocate replacing open-ended SCMC with task-based language teaching (TBLT) design principles. Since most task-based SCMC (TB-SCMC) research addresses an interactionist view (e.g., whether uptake occurs), we know little about holistic language units generated by learners even though research suggests that task demands make TB-SCMC communication notably different from general SCMC communication. This study documents and accounts for discourse-pragmatic and sociocultural behaviors learners exhibit in TB-SCMC. To capture a variety of such behaviors, it documents holistic language units produced by intermediate and advanced learners of Spanish during two multimodal, TB-SCMC activities. The study found that simple assertions were most prevalent (a) with dyads at the lower level of instruction and (b) when dyads had a relatively short amount of time to chat. Additionally, interpersonal, sociocultural behaviors (e.g., joking, off-task discussions) were more likely to occur (a) amongst dyads at the advanced level and (b) when they had relatively more time to chat. Implications explain how tasks might mitigate the potential processing overload that multimodal materials could incur.",
author = "Karina Collentine",
year = "2009",
month = "6",
language = "English (US)",
volume = "13",
pages = "68--87",
journal = "Language Learning and Technology",
issn = "1094-3501",
publisher = "University of Hawaii Press",
number = "2",

}

TY - JOUR

T1 - Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication

AU - Collentine, Karina

PY - 2009/6

Y1 - 2009/6

N2 - Second language acquisition (SLA) researchers strive to understand the language and exchanges that learners generate in synchronous computer-mediated communication (SCMC). Doughty and Long (2003) advocate replacing open-ended SCMC with task-based language teaching (TBLT) design principles. Since most task-based SCMC (TB-SCMC) research addresses an interactionist view (e.g., whether uptake occurs), we know little about holistic language units generated by learners even though research suggests that task demands make TB-SCMC communication notably different from general SCMC communication. This study documents and accounts for discourse-pragmatic and sociocultural behaviors learners exhibit in TB-SCMC. To capture a variety of such behaviors, it documents holistic language units produced by intermediate and advanced learners of Spanish during two multimodal, TB-SCMC activities. The study found that simple assertions were most prevalent (a) with dyads at the lower level of instruction and (b) when dyads had a relatively short amount of time to chat. Additionally, interpersonal, sociocultural behaviors (e.g., joking, off-task discussions) were more likely to occur (a) amongst dyads at the advanced level and (b) when they had relatively more time to chat. Implications explain how tasks might mitigate the potential processing overload that multimodal materials could incur.

AB - Second language acquisition (SLA) researchers strive to understand the language and exchanges that learners generate in synchronous computer-mediated communication (SCMC). Doughty and Long (2003) advocate replacing open-ended SCMC with task-based language teaching (TBLT) design principles. Since most task-based SCMC (TB-SCMC) research addresses an interactionist view (e.g., whether uptake occurs), we know little about holistic language units generated by learners even though research suggests that task demands make TB-SCMC communication notably different from general SCMC communication. This study documents and accounts for discourse-pragmatic and sociocultural behaviors learners exhibit in TB-SCMC. To capture a variety of such behaviors, it documents holistic language units produced by intermediate and advanced learners of Spanish during two multimodal, TB-SCMC activities. The study found that simple assertions were most prevalent (a) with dyads at the lower level of instruction and (b) when dyads had a relatively short amount of time to chat. Additionally, interpersonal, sociocultural behaviors (e.g., joking, off-task discussions) were more likely to occur (a) amongst dyads at the advanced level and (b) when they had relatively more time to chat. Implications explain how tasks might mitigate the potential processing overload that multimodal materials could incur.

UR - http://www.scopus.com/inward/record.url?scp=69549101758&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=69549101758&partnerID=8YFLogxK

M3 - Article

VL - 13

SP - 68

EP - 87

JO - Language Learning and Technology

JF - Language Learning and Technology

SN - 1094-3501

IS - 2

ER -