Computer-Mediated Communication and Meaning-Making in the Language Classroom: Disruptions in Learning and Teaching

2019 ◽  
pp. 49-100
Author(s):  
Regine Hampel
Keyword(s):  
Meaning Making ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Computer Mediated ◽  
Language Classroom ◽  
Classroom Disruptions

scholarly journals Review of "Disruptive Technologies and the Language Classroom: a complex systems theory approach"

2021 ◽  
Vol 29 (1) ◽  
pp. 93
Author(s):  
Behice Ceyda Cengiz
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Computer Mediated Communication ◽  
Theory Approach ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Disruptive Technologies ◽  
Computer Mediated ◽  
Language Classroom

<p>Which dynamics of language learning and teaching change when traditional face-to-face language classrooms are moved to the online medium? And more importantly, does the advent of online technologies change the ways language teachers teach and language learners learn? In “Disruptive Technologies and the Language Classroom”, Hampel (2019) provides new insights into these important questions. She points out that online language learning and teaching destabilizes the language classroom by affecting its overall dynamics and by opening up new venues for language learning and teaching. By referring to her years-long experience in online language teaching and research, she argues that understanding the effects of these online technologies will better help language learners to communicate successfully in the second language (L2). Viewing communication as an aim and instrument in language learning, she focuses on the idiosyncrasies of computer-mediated communication and presents a theoretical discussion of computer-mediated communication’s unique features and affordances in reference to related literature. </p>

Textuality on the Web

2013 ◽  
pp. 414-436 ◽  
Author(s):  
Chiara Degano
Keyword(s):  
Meaning Making ◽  
Linear Time ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Text Types ◽  
The Web

This chapter focuses on computer mediated communication from a linguistic perspective, exploring aspects of textuality which have been impacted by the pervasive spread of the hypertext. Central features in the construction of texts are the notions of cohesion and coherence, originally tailored on linear time-based modes of communication, where both the elements and their sequentiality – fully controlled by the author – contribute to meaning making. In light of the disruption of linear sequentiality brought by the space-based logic of the hypertext, this chapter aims to understand how cohesion and coherence work in the website environment, with specific regard to genres characterised by an argumentative drive, which potentially suffer more than other text types from the loss of the author’s control on the linear dispositio of arguments. The analysis identifies different patterns for the construction of cohesion and coherence in argumentative websites, which accommodate traditional standards of textuality into the new environment.

scholarly journals Theoretical perspectives and new practices in audio-graphic conferencing for language learning

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 21-36 ◽  
Author(s):  
REGINE HAMPEL
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Open University ◽  
Mediated Communication ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
Theoretical Perspectives ◽  
Computer Mediated ◽  
Conferencing System

This article will start with the situation at the Open University, where languages are taught at a distance. Online tuition using an audio-graphic Internet-based conferencing system called Lyceum is one of the ways used to develop students’ communicative skills.Following Garrett’s call for an integration of research and practice at EUROCALL 1997 (Garrett, 1998) – a call which is still valid today – the present article proposes a conceptual framework which can support the use of conferencing systems such as Lyceum in language learning and teaching. In the first part of the article, I examine several pedagogical theories supporting language learning, that is, second language acquisition and sociocultural theories, and multimodality, and apply them to the practice of audio-graphic computer-mediated communication (CMC) as used at the Open University. I also build on previous research, which, however, is still dominated by written CMC. What Erben stated in 1999 is still true: that audio-graphic technology “remains under-researched and under-theorised.” (Erben, 1999:230). Firstly, I therefore examine studies on written CMC and secondly those that have been conducted on audio-graphic CMC in order to identify the benefits and challenges of these media.Both the pedagogical theory and previous studies of CMC have informed the design and implementation of online tuition at the Open University. Thus the second part of the article reports on a research project on Lyceum, which took place in 2002. The goal of the project was to evaluate the use of audio-graphic conferencing in practice, and this in turn has instigated both improvements in the software used and in student support as well as further changes to the task design. I present some findings and discuss both the challenges of audio-graphic conferencing that were encountered and the benefits that were identified.

scholarly journals Learners' reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Long V. Nguyen
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Skills ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Language Class ◽  
Teacher Trainees ◽  
Computer Mediated ◽  
Language Classroom ◽  
Learning Data

The paper examines Vietnamese learners' reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning. Data for analysis included an evaluation questionnaire, consisting of 24 4-point Likert scale items, appended with six open-ended questions, and transcripts of 15, out of 30, teacher trainees from a TEFL (Teaching English as a Foreign Language) class who volunteered to participate in informal interviews. Several inferences were drawn from the results. The majority of participants enjoyed the technology-enhanced class in general. There were approximately equal numbers of students who preferred synchronous CMC, asynchronous CMC, or a combination of both. The students reported that the course helped improve their computer skills and collaborative experience, while they remained sceptical about improvements to their English language skills. More involvement in learning was observed during and after the course. In addition, the participants expressed confidence that they would attend similar courses in future and were willing to recommend this technology-embedded course to the next generations of students.

Learning and Teaching with CMC in the U.S. Higher Education Arena

2011 ◽  
pp. 34-48 ◽  
Author(s):  
Allison V. Level ◽  
Amy E. Hoseth
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
The United States ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Computer Mediated ◽  
The Impact ◽  
The U.S

This chapter provides an overview of current issues and trends related to the impact and integration of computer mediated communication (CMC) and technological innovation in the teaching and learning environments of higher education in the United States. The chapter includes an introduction to the higher education arena, and then focuses on the current learning and teaching environments. Topics such as learning styles, learning behaviors, and CMC as an infrastructure in the student environment are discussed, along with transformational changes in the teaching environment. Recent fundamental changes in teaching and learning due to the incorporation of CMC are also discussed.

scholarly journals Do You See What I Mean? Computer-Mediated Discourse Analysis

2010 ◽  
pp. 55-71 ◽  
Author(s):  
Noel Fitzpatrick ◽  
Roisin Donnelly
Keyword(s):  
Discourse Analysis ◽  
Digital Media ◽  
Sequential Analysis ◽  
Online Courses ◽  
Meaning Making ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
High Level

This chapter explores a sociolinguistic approach to computer-mediated communication (CMC), by examining how higher education teachers use digital media to manage interpersonal interaction in their online courses, form impressions, shape and maintain relationships with their students. Previous studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as an embedded linguistic form in everyday life.The study of language in these contexts is typically based on text-based forms of CMC, (often referred to as computer-mediated discourse analysis). Within this, focus in the chapter is on the devising and implementation of pragmatic linguistics of online interactions; at a high level this refers to meaning-making, shared belief systems and intercultural differences; at a specific level this includes issues such as turn-taking and the sequential analysis and organisation of virtual ‘interlocution’.

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