Learning Language and Culture via Public Internet Discussion Forums

Hanna, Barbara E.; Nooy, Juliana de

doi:10.1057/9780230235823

Cited by 100 publications

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“…However, lest learners think that communicative genres are just affected by medium, setting, and task, they need to be reminded that they are also shaped by broader cultural and historical forces. Hanna and de Nooy (, ) underscore this point in their case study of British and American learners of French who participated in an online forum at Le Monde . They show that the ease with which the learners enter into discussion with native speakers can be deceiving because the genre labeled “discussion” is not universal but varies across cultures.…”

Section: The Medium Mattersmentioning

confidence: 95%

Technology asPharmakon: The Promise and Perils of the Internet for Foreign Language Education

Kern

2014

The Modern Language Journal

186

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Globalization and networking technologies have transformed the contexts, means, and uses of foreign language learning. The Internet offers a vast array of texts, films, music, news, information, pedagogical resources, sounds, and images from around the world as well as unprecedented opportunities for direct communication with native speakers in real time. However, the very technology that delivers these materials and interactions can produce subtle mediational effects that can influence how learners evaluate and interpret them. Focusing first on technological mediation broadly, and then on the specific context of desktop videoconferencing in a telecollaboration project, this article outlines the benefits and the potential pitfalls that computer mediation presents for the learning of languages and cultures. Specific attention is given to the question of what it means to mediate the foreign culture through interfaces that are familiar from one's home culture. The principal argument is that the dynamics of online language learning call for a relational pedagogy that focuses on how medium and context interact with language use. The goal of such an approach is to expose students to a broader scope of symbolic inquiry, to connect present text-making practices with those of the past, and to foster a critical perspective that will prepare young people to understand and shape future language and literacy practices.

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Section: The Medium Mattersmentioning

confidence: 95%

Technology asPharmakon: The Promise and Perils of the Internet for Foreign Language Education

Kern

2014

The Modern Language Journal

186

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“…Kramsch and Thorne () argued that it is not just the technological medium or linguistic misunderstandings that can make intercultural CMC exchanges go awry, but also clashes in cultural frames and stylistic conventions of particular genres (and the discourse systems to which the genres belong). Hanna and de Nooy (, ) underscore the importance of communicative genres in their case study of learners of French who participated in an online forum sponsored by the newspaper Le Monde . The learners realized that the genre called ‘discussion’ was not universal but varied with the culture and the medium.…”

Section: Technology and The Shaping Of Contexts And Formsmentioning

confidence: 99%

Technology in Language Use, Language Teaching, and Language Learning

Chun

Smith

Kern

2016

The Modern Language Journal

336

201

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This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic questions is proposed to help guide language teachers and researchers in determining how to incorporate technology into their teaching practice or research agenda and evaluate its suitability and impact. These questions are based primarily on the goal of helping learners to pay critical attention to the culturally encoded connections among forms, contexts, meanings, and ideologies that they will encounter and produce in different mediums, both traditional and new.

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“…Besides this principal characteristic, CMC also offers the opportunity for extensive language practice, for intercultural learning, for the development of the autonomy of learners, and for reflection on form and content (Hanna & de Nooy, 2009). As Chapelle (2010) points out, plenty of studies have demonstrated in the last fourteen years that CMC offers conditions that foster language skills development, but more studies are needed to describe how learners interact and learn in this environment.…”

Section: Cmc In the Second/foreign Language Classroommentioning

confidence: 99%

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Thouësny¹,

Bradley²

2011

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• Attribution: You must attribute the work in the manner specified by the publisher.• Noncommercial: You may not use this work for commercial purposes.• No Derivative Works: You may not alter, transform, or build upon this work.Research-publishing.net has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Moreover, research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before (except in the form of an abstract or as part of a published lecture, or thesis), or that it is not under consideration for publication elsewhere. While the advice and information in this book are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein.Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.The print on demand version is an exact printed copy of the original eBook project which can be found at http://www.research-publishing.net.Typeset by research-publishing.net Cover design by Raphaël Savina (raphael@savina.net)• Fonts used are licensed under a SIL Open Font License.• Cantarell, designer Dave Crossland; Old Standard TT, designer Alexey Kryukov.ISBN13: 978-1-908416-00-1 (eBook) ISBN13: 978-1-908416-01-8 (print on demand) British Library Cataloguing-in-Publication Data. A cataloguing record for this book is available from the British Library.iii Notes on Contributors EditorsSylvie Thouësny is a Ph.D. student at Dublin City University, Ireland. Her current research focuses on language learner variability and language learner modeling to assist second language teachers in the provision of strategic and effective feedback adapted to each individual. This field of research mainly draws on disciplines such as applied linguistics, human computer interaction, natural language processing, intelligent computer-assisted language learning, and dynamic assessment.Linda Bradley is a Ph.D. student and lecturer at the Centre for Language and Communication, Chalmers University of Technology, Sweden. Her research interest is language learning and technology, investigating students' interaction, communication and linguistic production in online environments within higher education. Her publications focus on student collaboration and intercultural learning on web based tools such as wikis and blogs. In addition, she has a general interest in self-directed learning on emergent mobile devices. Reading CommitteeFrançoise Blin has been working in CALL since the late eightie...

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Learning Language and Culture via Public Internet Discussion Forums

Cited by 100 publications

References 0 publications

Technology asPharmakon: The Promise and Perils of the Internet for Foreign Language Education

Technology asPharmakon: The Promise and Perils of the Internet for Foreign Language Education

Technology in Language Use, Language Teaching, and Language Learning

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

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