Peer-interaction patterns in a Chinese as a foreign language pair writing task

2021 ◽  
Vol 55 (2) ◽  
Author(s):  
Mengying Zhai
Keyword(s):  
Foreign Language ◽  
Peer Interaction ◽  
Collaborative Writing ◽  
Pair Interaction ◽  
Interaction Patterns ◽  
Fine Grained ◽  
The Past ◽  
Chinese Learners ◽  
Writing Task ◽  
Language Pair

Abstract Research on peer interaction patterns over the past three decades has provided insights regarding how relationships formed among peers can influence task performance. Six pairs of intermediate Chinese learners participating in a collaborative writing task were recruited, and their pair-interaction patterns were investigated for detailed evidence of how such patterns were constructed through their co-participation measured by two indices proposed by Storch (2002a), equality and mutuality. Furthermore, taking a Conversation Analytical (CA) perspective, this study also examined the fine-grained detail of several interactional practices displaying participants’ orientation to the peer relationship. This revealed that each pair displayed a distinctive interaction pattern that was constructed through diverse participatory practices which are contingent upon the ongoing interaction as it unfolds. The findings shed new light into analyzing pair interactions in collaborative writing from a CA perspective in CFL settings and have important implications for studying interaction patterns and implementing collaborative writing tasks.

scholarly journals Foreign Language Exposure in Knowledge-Building Forums Using English as a Foreign Language

2020 ◽  
Vol 46 (2) ◽  
Author(s):  
Marni Manegre
Keyword(s):  
Foreign Language ◽  
Interaction Effect ◽  
Test Scores ◽  
English Language ◽  
Knowledge Building ◽  
Collaborative Writing ◽  
Language And Culture ◽  
Cultural Exposure ◽  
One Way Anova ◽  
Writing Task

This study examines whether the students with higher levels of language and cultural awareness relating to the L2 share this knowledge with their peers in collaborative writing tasks when participating in the Knowledge Building International Project (KBIP). The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish.  A pre-questionnaire was used to determine the level of exposure to English language and English culture and the students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to English. A one-way ANOVA was used to determine whether exposure to English language and culture outside of the classroom would influence pre-test scores. There is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17).  Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups.  This indicates that the students did not share their knowledge of the English language and culture with their peers in this online writing task.

scholarly journals Deutsch im Vergleich. Sprachliche Strukturen im Kontrast zum Italienischen

2021 ◽  
Vol 111 (6) ◽  
pp. 3-10
Author(s):  
Peggy Katelhön ◽  
Marina Brambilla ◽  
Albana Muco
Keyword(s):  
Foreign Language ◽  
Translation Studies ◽  
German Language ◽  
Fine Grained ◽  
The Common ◽  
Contrastive Linguistics ◽  
Points Of View ◽  
Linguistic Structures ◽  
Oriented Approach ◽  
Language Pair

This thematic issue of Linguistik online is dedicated to Contrastive linguistics for the language pair Italian-German. The contributions collected here deal with Italian-German language comparison from different points of view. The common feature of all of them is a corpus-oriented approach. Using authentic attestations from different linguistic sources, the linguistic structures of both languages are analysed and compared with each other. The granular and fine-grained comparison enabled the authors to work out interesting results not only in the fields of morphology and syntax, but also for pragmatics, and text and discourse linguistics for both languages, which can be profitably used in foreign language didactics, theoretical linguistics and translation studies.

scholarly journals Institutional integrated teletandem: students' perceptions about collaborative writing

2016 ◽  
pp. 249-260
Author(s):  
Suzi Marques Spatti Cavalari
Keyword(s):  
Foreign Language ◽  
Collaborative Writing ◽  
Translation Studies ◽  
Writing Task

Institutional integrated teletandem (iiTTD) is characterized “as a series of teletandem sessions that are embedded in regular FL lessons (thus mandatory) so that such lessons both feed and are fed by teletandem practice” (CAVALARI; ARANHA, [2016]). Collaborative writing is conceived as an activity in which learners work together throughout the process of planning, generating ideas, structuring, editing and revising a text in the foreign language (STORCH, 2013). This paper aims at (i) describing a collaborative writing task that was implemented within iiTTD at UNESP – São José do Rio Preto, and (ii) discussing Brazilian learners’ perceptions as they carried out such task in 2015. Data were collected by means of learning diaries written by thirteen students of English as a foreign language who were taking a Translation Studies major.

Mental time travel? A neurocognitive model of event simulation

2020 ◽  
Author(s):  
Donna Rose Addis
Keyword(s):  
Predictive Coding ◽  
Time Travel ◽  
Simulation System ◽  
Mental Time Travel ◽  
Event Representation ◽  
Conceptual Information ◽  
Fine Grained ◽  
The Past ◽  
The Future ◽  
General Capacity

Mental time travel (MTT) is defined as projecting the self into the past and the future. Despite growing evidence of the similarities of remembering past and imagining future events, dominant theories conceive of these as distinct capacities. I propose that memory and imagination are fundamentally the same process – constructive episodic simulation – and demonstrate that the ‘simulation system’ meets the three criteria of a neurocognitive system. Irrespective of whether one is remembering or imagining, the simulation system: (1) acts on the same information, drawing on elements of experience ranging from fine-grained perceptual details to coarser-grained conceptual information and schemas about the world; (2) is governed by the same rules of operation, including associative processes that facilitate construction of a schematic scaffold, the event representation itself, and the dynamic interplay between the two (cf. predictive coding); and (3) is subserved by the same brain system. I also propose that by forming associations between schemas, the simulation system constructs multi-dimensional cognitive spaces, within which any given simulation is mapped by the hippocampus. Finally, I suggest that simulation is a general capacity that underpins other domains of cognition, such as the perception of ongoing experience. This proposal has some important implications for the construct of ‘MTT’, suggesting that ‘time’ and ‘travel’ may not be defining, or even essential, features. Rather, it is the ‘mental’ rendering of experience that is the most fundamental function of this simulation system, enabling humans to re-experience the past, pre-experience the future, and also comprehend the complexities of the present.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

Remembering the Past/Anticipating the Future: A Professor From the White Working Class Talks With a Survivor of the Holocaust About Our Troubled World

2017 ◽  
Vol 24 (5) ◽  
pp. 323-337 ◽  
Author(s):  
Carolyn Ellis ◽  
Jerry Rawicki
Keyword(s):  
Working Class ◽  
Collaborative Writing ◽  
Political Climate ◽  
Donald Trump ◽  
The Past ◽  
The Holocaust ◽  
The Future ◽  
White Working Class ◽  
Shed Light

This article extends the research of Jerry Rawicki and Carolyn Ellis who have collaborated for more than eight years on memories and consequences of the Holocaust. Focusing on Jerry’s memories of his experience during the Holocaust, they present dialogues that took place during five recorded interviews and follow-up conversations that reflect on the similarity of Hitler’s seizing of power in the 1930s to the meteoric rise of Donald Trump. Noting how issues of class and race were taking an increasingly prominent role in their conversations and collaborative writing, they also begin to examine discontent in the rural, White working class and Carolyn’s socialization within that community. These dialogues and reflections seek to shed light on the current political climate in America as Carolyn and Jerry struggle to cope with their fears and envision a hopeful path forward for their country.

Mobile Phones' Video Recording Tool

2021 ◽  
Vol 11 (2) ◽  
pp. 16-32
Author(s):  
Van Huynh Ha Le ◽  
Huy Ngoc Nguyen
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Mobile Applications ◽  
Video Recording ◽  
Structured Interview ◽  
Foreign Language Anxiety ◽  
Oral Performance ◽  
Speaking Anxiety ◽  
The Past ◽  
The Impact

Foreign language anxiety (FLA) has a debilitating influence on the oral performance of EFL speakers. Over the past decade, most research in MALL has emphasized the use of mobile applications on improving language skills, but little research has explored the impact of using video recording tool to decrease foreign language speaking anxiety (FLSA). Hence, this study examines the effect of using video recording tool on students' EFL speaking anxiety. Twenty-eight pre-intermediate freshmen at Van Lang University, Vietnam, participated in a seven-week project. In this research, mixed method was used in combination with three data collection instruments: questionnaire, observation notes, semi-structured interview. The results indicated that video recording tool significantly lowers EFL speaking anxiety. Therefore, this study makes a major contribution to research on FLA by exploring freshmen's anxiety causes and its impacts on learners' oral performance and offering a technique to help them overcome that phobia: mobile phone video recording.

Sign in / Sign up

Export Citation Format

Share Document