Negotiation of meaning and language-related episodes in synchronous, audio-based Chinese-German eTandem

Renner, Julia

doi:10.1515/cercles-2017-0006

Cited by 4 publications

(7 citation statements)

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“…In terms of theoretical foundations, findings from this systematic review (Appendix 3 in supplemental material) were in line with the broader literature: Interaction Theory (Hung & Higgins, 2016;Lan et al, 2013;Renner, 2017), Social Constructivism (Cohen & Ezra, 2018;Tseng, Lin & Chen, 2018;Tseng et al, 2020) and Sociocultural Theory (Jin, 2013;Lai, 2017;Lan & Lin, 2016;Luo & Gui, 2021;Oakley et al, 2018;Thoms et al, 2017;Tseng et al, 2018;Wong et al, 2016;Zhang, 2019). The other theoretical frameworks addressed in CFL were: Byram's Intercultural Communicative Competence (Ruan & Medwell, 2020), Blended Learning (Huang & Lin, 2011;Qu & Hagley, 2021;Sugie & Mitsugi, 2014), Communicative Language Teaching (Li & Jiang, 2017;Xie, Chen & Ryder, 2021), Multiliteracies Theory (Zhang, 2016), Task-Based Language Teaching (Jiang & Li, 2018;Lai, Zhao & Wang, 2011) and Community of Inquiry (Wang et al, 2016).…”

Section: What Are the Common Theoretical Foundations And Predominant ...supporting

confidence: 73%

“…It is worth noting that where the learners' proficiency levels are reported, it is often not benchmarked to a clear language proficiency evaluation criterion. Only five studies referred to the Common European Framework of Reference for Languages (CEFR) to describe the participants' Chinese language proficiency level (Cappellini, 2016;Lan, 2016;Qu & Hagley, 2021;Renner, 2017;Sunaoka, 2018). Two studies (Hsiao & Broeder, 2014;Jiang & Li, 2018) used Hanyu Shuiping Kaoshi (HSK), a standardized Chinese proficiency test in Mainland China.…”

Section: Resultsmentioning

confidence: 99%

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A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations

Wang

Devitt

2022

Language Teaching Research

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The Covid-19 pandemic has demonstrated how ubiquitous and pervasive technology to support communication and collaboration has become in people’s lives. This article seeks to provide an overview of the use of computer-mediated communication (CMC) in learning Chinese as a foreign language (CFL). The authors systematically reviewed 68 empirical research articles and 3 review articles published between 2008 and 2022 (early April). This in-depth review aims to investigate: (1) the characteristics of CMC-facilitated CFL learning in the worldwide context; (2) common theoretical foundations and methodological approaches; (3) CFL learners’ linguistic and intercultural communicative competence development through CMC; (4) affordances and limitations of CMC in the field of CFL research. Findings from this review suggest that the majority of studies were in formal education contexts within Anglosphere countries. The most commonly acknowledged theoretical foundations in CFL were well aligned with the wider second language acquisition (SLA) domain. A mixed-methods approach was the predominant methodological approach undertaken in the selected papers, with a small number of experimental or quasi-experimental studies between 2008 and 2022. The analysis also identified a clear research gap in relation to young CFL learners in the literature. The predominance of studies at ab initio level would suggest that more research is needed on younger CFL learners and on intermediate and advanced CFL learners using CMC. Additionally, the synthesized affordances of applying CMC technologies in CFL practice from this review were: (1) active engagement; (2) authentic communication; (3) learner centeredness; and (4) opportunities for practice and discovery. By addressing technological and individual CMC implementation limitations in a CFL context, suggestions and recommendations about further research and teaching practice are highlighted in the conclusion section.

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Section: What Are the Common Theoretical Foundations And Predominant ...supporting

confidence: 73%

Section: Resultsmentioning

confidence: 99%

A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations

Wang

Devitt

2022

Language Teaching Research

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“…For example, Ziegler's (2016) recent review highlights that the conversational dynamics of written SCMC present differences compared to those of face-to-face contexts, for instance, in terms of patterns of turn adjacency (cf. Loewen & Erlam, 2006; Renner, 2017) and salience (Ziegler, 2018). Ziegler argued that technology should be thought of as one of the features of task design with an impact on task complexity.…”

Section: Synchronous Cmc For Language Learningmentioning

confidence: 99%

Alignment During Synchronous Video Versus Written Chat L2 Interactions: A Methodological Exploration

Michel

Cappellini

2019

Ann Rev Appl Linguist

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Conversational alignment (i.e., the automatic tendency of interactants to reuse each other's morphosyntactic structures and lexical choices in natural dialogue) is a well-researched phenomenon in native (Pickering & Ferreira, 2008) and to a smaller extent in second language (L2) speakers (Jackson, 2018) as confirmed by many highly controlled lab-based experimental studies investigating face-to-face oral interaction. Only a few studies have explored alignment in more naturally occurring L2 interactions (e.g., Dao, Trofimovich, & Kennedy, 2018), some of them extending the context to written computer-mediated communication (SCMC) (e.g., Michel & Smith, 2018).The current study aimed to address this gap by taking a closer look at alignment in L2 conversations mediated by two different types of SCMC (videoconference vs. text chat). We explored lexical as well as structural alignment in three target languages (Chinese, French, and German) involving interactional partners of different status (L2 peer, L1 peer, and L1 tutor).Results revealed that lexical and structural alignment are both present and observable in different SCMC contexts. From a methodological point of view, we discuss how different analyses suit the data generated by the affordances of the different SCMC contexts in the target languages and argue for a more dynamic and pervasive perspective on interaction.

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“…It is therefore interesting to study what multimodal resources online tutors use during negotiation sequences that are triggered by nonunderstanding (Holt, Tellier & Guichon [2015]). As it turns out, research has repeatedly shown that lexical items are the most common type of trigger for negotiation sequences, both in face-to-face (Fasel Lauzon [2014]) and in online interactions ; Renner [2017]). When lexical explanation sequences are analyzed as negotiation sequences, it is common to analyze their unfolding into separate phases by defining the trigger, indicator, response, and reaction to the response (Varonis & Gass [1985]).…”

Section: Explanation Sequences and Negotiation Of Meaningmentioning

confidence: 99%

Explaining different aspects of word knowledge: A multimodal analysis of lexical explanation sequences during online French tutoring sessions

Holt¹

2021

lexis

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Negotiation of meaning and language-related episodes in synchronous, audio-based Chinese-German eTandem

Cited by 4 publications

References 32 publications

A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations

A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations

Alignment During Synchronous Video Versus Written Chat L2 Interactions: A Methodological Exploration

Explaining different aspects of word knowledge: A multimodal analysis of lexical explanation sequences during online French tutoring sessions

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