Dialogues and Perception of Intersubjectivity in a Small Group

Abstract

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

Multilingual language learners’ intersemiotic translation into L3 English. A grounded theory on reliance on languages in the multilingual mental lexicon

“…I interpreted this kind of metacognitive talk as one possible result of the "locational constraint" (Otheguy et al, 2015, p. 259), that is, a behaviour which was determined by the context of the think-aloud activity (and the whole research). As a result of the presence of the educational context, most participants indirectly positioned themselves towards the researcher in a talking-listening space characteristic to the intersubjective situations of learning activities (Lin, Chen, & Chen, 2012) in which teachers are providers of information. One such example of positioning is found in Excerpt (23), where the participant could not come up with the L1 Hungarian word to name a thing in the picture and addressed the researcher in an attempt to get assistance.…”