Étude des négociations du sens dans un tandem par visioconférence

Cappellini, Marco; Zhang, Meng

doi:10.4000/rdlc.1576

Cited by 9 publications

(3 citation statements)

References 28 publications

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“…For a more detailed analysis, distinguishing the parts of teletandem interactions in French and in Chinese, see Cappellini (in press). In our corpus, attractors are side sequences for the Chinese language (at the back of the graph) more than for the French language, which confi rms previous analysis (Cappellini & Zhang, 2013) The main attractor, that is the most recurrent confi guration, refers to conversational explicative sequences for Chinese during a Chinese topic expert-novice role-taking (the tallest pink column). In other words, while the teletandem pair is discussing a Chinese topic and the Chinese student takes the role of the expert, the French student asks a question about the Chinese language in order to understand what her partner says.…”

Section: Confi Gurations and Attractorssupporting

confidence: 84%

“…We should add that in our setting, we have a certain fl exibility concerning the fact that « languages must not be mixed » (Vassallo & Telles, 2006: 88), which might be slightly different from other tandem settings. This is due to the fact that previous research (Cappellini & Zhang 2013) showed that when learners were instructed not to use code switching, long negotiation sequences were encountered in order to fi nd or explain words unknown by the learner. Such long negotiation sequences are not always useful for learning since they generate cognitive overload and a loss of motivation.…”

Section: Finding Unity Through Diversity: Starting From the Local Conmentioning

confidence: 99%

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Teletandem as a complex learning environment: Looking for a model

Mompean

Cappellini

2015

DELTA

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International audienceThis article presents a model of teletandem, i.e. tandem through desktop videoconferencing (Telles 2009). The aim of such a model is twofold: heuristic and pedagogical. It is heuristic because it enables us to understand teletandem at all its levels and partially to predict (in probabilistic terms) what can happen in a teletandem environment. It is also pedagogical because it helps us formulate plans of action to improve future use and environment design. To build this model, we have drawn upon complexity theory (Larsen-Freeman & Cameron 2008, Morin 1990), which leads us to distinguish different levels of analysis before discussing the relationship between the different elements and levels leading to the complex fi nal (yet dynamic) model

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Section: Confi Gurations and Attractorssupporting

confidence: 84%

Section: Finding Unity Through Diversity: Starting From the Local Conmentioning

confidence: 99%

Teletandem as a complex learning environment: Looking for a model

Mompean

Cappellini

2015

DELTA

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“…In other words, since Sonja does not "use" any mode, and since she does not do anything at a momentthe transition-relevance placewhere she is supposed to, this "nothing" becomes significant. This corresponds to what one of the authors called a "zero ostension" (Cappellini 2014b), that is, an absence of any ostension where there should be one. Such an absence is therefore relevant for the purpose of mutual understanding.…”

Section: Occurrences Of Sensmentioning

confidence: 88%

Sequences of normative evaluation in two telecollaboration projects: A comparative study of multimodal feedback through desktop videoconference

Cappellini

Azaoui

2017

Language Learning in Higher Education

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In our study we analyse how the same interactional dynamic is produced in two different pedagogical settings exploiting a desktop videoconference system. We propose to focus our attention on a specific type of conversational side sequence, known in the Francophone literature as sequences of normative evaluation. More particularly, we analyse data from two telecollaborative projects through desktop videoconference: a French-Chinese tandem, and a French-Irish telecollaboration between trainee teachers and learners of French as a foreign language. The comparison of two different pedagogical settings allows us to understand what types of interactional dynamics are co-constructed through the desktop videoconference environment and which characteristics are specific to each pedagogical setting. Within a socio-interactionist perspective, we analysed four hours of interactions, focusing particularly on the transmodal enactment of the sequences under scrutiny and its relation to learners’ uptake. Our results show on the one hand that there are some quantitative differences in the production of sequences of normative evaluation between the two pedagogical settings, and on the other hand that, contrary to our hypothesis, the co-construction of these sequences does not differ in multimodal density across the two contexts. We discuss these results and propose some tentative explanations for them.

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Corrective feedback and unintelligibility

Scheuer

Horgues

2021

AILA Applied Linguistics Series

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This chapter addresses the relative salience of L2 English pronunciation errors, which may inform teaching priorities in contexts where learners are consciously oriented towards a native speaker model. Error salience is considered from two interrelated viewpoints: errors’ potential for leading to miscommunication (unintelligibility), and their capacity for eliciting remedial response from interlocutors (corrective feedback). Our study, which builds on our previous research into the two domains, uses the bilingual French-English SITAF tandem corpus. The analysis of the English conversational data reveals that L2 mispronunciation was the single most important factor leading to communication breakdowns, whereas vocabulary was most likely to generate corrective feedback (CF) from native English interlocutors. Pronunciation-induced miscommunication was principally linked to suprasegmental features, especially erroneous word stress.

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Étude des négociations du sens dans un tandem par visioconférence

Cited by 9 publications

References 28 publications

Teletandem as a complex learning environment: Looking for a model

Teletandem as a complex learning environment: Looking for a model

Sequences of normative evaluation in two telecollaboration projects: A comparative study of multimodal feedback through desktop videoconference

Corrective feedback and unintelligibility

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