The Cross-linguistic Development of Address Form Use in Telecollaborative Language Learning: Two Case Studies

Abstract

In this paper we explore the influences of the telecollaborative learning environment on the development of L2 pragmatic competence in foreign language learning from a sociocultural perspective (Lantolf, 2000). Typically, telecollaboration involves the application of global computer networks in foreign language study (e.g., Warschauer, 1996) for the purposes of linguistic development and intercultural learning. In particular, we focus on the ‘microgenesis’ or development of the T/V distinction in pronouns of address as a test case representative of broader L2 pragmatic concerns. We present two detailed case studies of this phenomenon: one for French (tu vs. vous) and one for German (du vs. Sie). The rationale for this type of analysis emerges from Vygotsky's developmental approach to cognition (1978) where it is emphasized that development can only be understood by specifying its history. We argue that, in contrast to the traditional language classroom, the telecollaborative language class provides the learner with increased opportunities for social interaction with native-speaking peers and, thus, with a wider range of discourse options (Kramsch, 1985a) for the disambiguation of the numerous sociopragmatic meanings of the pronouns of address in French and German.

The acquisition of sociolinguistic competence in French as a foreign language: an overview

“…An illustration of this development can be found in Kinginger (2000) and Belz and Kinginger (2002) who explored the effect of telecollaborative learning via electronic interaction on the development of L2 pragmatic competence in American learners of French. The researchers, who work within the sociocultural paradigm (cf.…”

“…A microgenetic 4 analysis of a limited number of learners showed that increased opportunities for interaction and assistance from peers led to a disambiguation of the numerous sociopragmatic meanings of the pronouns of address. Learners became more aware of the use of the informal forms of solidarity (Belz and Kinginger, 2002). Kinginger and Farrell (to appear) explored the development of meta-pragmatic awareness and, more specifically, social indexicality of the address pronouns in French among eight American students in study abroad programs.…”

“…LarsenFreeman, 1997;Herdina and Jessner, 2002). 4 The observation of skill acquisition during a learning event (Belz and Kinginger, 2002).…”

Researching Online Foreign Language Interaction and Exchange

“…On the other hand, learners inevitably engage in a variety of additional communicative actions beyond classroom tasks such as personal relationship building, intercultural misunderstandings, delegation of project tasks, directions for the use of project mediating software, disagreements, and discussion of popular culture topics. TC communicative actions that have been researched (see Belz, 2007 for a review) range from language play (Belz & Reinhardt, 2004) and flirting (Belz & Kinginger, 2002) to crying (O'Dowd, 2006) to conflict (Belz, 2003b;Schneider & von der Emde, 2006). Participating in these communicative actions requires a broad array of interpersonal linguistic features (Biber, 1988).…”

Students' perception of supplementary, online activities for Japanese language learning: Groupwork, quiz and discussion tools

“…Previous research on the use of technology in second/foreign language teaching focused on: the effectiveness of the computer-mediated communication as a learning and teaching resource (Ramzan & Saito, 1998); the use of a telecollaborative learning environment (Belz & Kinginger, 2002); audiographic conferencing (Hampel, 2003); electronic discussion (Hanna & de Nooy, 2003); synchronous chat systems used to explain technical concepts to student (Day, Wood, Scutter & Astachnowicz, 2003); online role plays ( Milton, 2004); students use of electronic course supplements, such as film to improve their levels of proficiency (Bueno, 2006); the development of a tool to evaluate oral tests (Laborda, 2006); the use of computer technology in the assessment (Hunt, Neill & Barnes, 2007); problems and strategies in oral communication tasks (Lam, 2007); online interaction with native speakers (Lee, 2004;Mahfouz & Ihmeideh, 2009); Learners' scaffolding using social network service (Christensen, 2010); and video presentation on students' blogs to enhance public speaking skills (Shih, 2010).…”