Learner Use of Holistic Language Units in Multimodal, Task-Based Synchronous Computer-Mediated Communication

dc.creator	Karina Collentine
dc.date	2009-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:18:36Z
dc.date.available	2015-07-20T22:18:36Z
dc.identifier	1094-3501
dc.identifier	https://doaj.org/article/c006051ecebe44018b594eedf1a08b68
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19462
dc.description	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.
dc.language	English
dc.publisher	University of Hawaii
dc.relation	http://llt.msu.edu/vol13num2/collentine.pdf
dc.relation	https://doaj.org/toc/1094-3501
dc.source	Language Learning and Technology, Vol 13, Iss 2, Pp 68-87 (2009)
dc.subject	Communication Theory
dc.subject	Computer-Mediated Communication
dc.subject	Discourse Analysis
dc.subject	Instructional Design
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.title	Learner Use of Holistic Language Units in Multimodal, Task-Based Synchronous Computer-Mediated Communication
dc.type	article