The Role of Linguistic Alignment on Question Development in Face‐to‐Face and Synchronous Computer‐Mediated Communication Contexts: A Conceptual Replication Study

2020 ◽  
Vol 70 (3) ◽  
pp. 643-684
Author(s):  
YouJin Kim ◽  
Stephen Skalicky ◽  
YeonJoo Jung
Keyword(s):  
Computer Mediated Communication ◽  
Replication Study ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Linguistic Alignment ◽  
Question Development

LINGUISTIC ALIGNMENT, LEARNER CHARACTERISTICS, AND THE PRODUCTION OF STRANDED PREPOSITIONS IN RELATIVE CLAUSES

2019 ◽  
Vol 41 (5) ◽  
pp. 937-969
Author(s):  
YouJin Kim ◽  
YeonJoo Jung ◽  
Stephen Skalicky
Keyword(s):  
Language Proficiency ◽  
Relative Clauses ◽  
Computer Mediated Communication ◽  
Target Structure ◽  
Learner Characteristics ◽  
Mediated Communication ◽  
Korean Students ◽  
Face To Face ◽  
Computer Mediated ◽  
Linguistic Alignment

AbstractThe current study examined the occurrence and benefits of linguistic alignment in two modalities, face-to-face (FTF) and synchronous computer-mediated communication (SCMC), focusing on stranded prepositions in relative clauses. It further examined how learner characteristics (i.e., working memory, language proficiency, previous knowledge of the target structure) mediate the effects of linguistic alignment. Ninety-four Korean students were assigned to one of the following groups: FTF alignment, SCMC alignment, FTF control, and SCMC control. The alignment experimental groups completed two alignment sessions, finished three stranded preposition tests, and carried out a running span test and cloze test over three weeks. Results indicated not only that linguistic alignment occurred in both FTF and SCMC modes but also that alignment was facilitated significantly more in the SCMC than FTF interactions. Furthermore, the findings suggest immediate and delayed learning effects in both modalities, and that learners’ prior knowledge of the target structure was significantly associated with the occurrence of alignment.

The effect of interaction topic and social ties on media choice and the role of four underlying mechanisms

2018 ◽  
Vol 43 (1) ◽  
pp. 47-73 ◽  
Author(s):  
Emmelyn A. J. Croes ◽  
Marjolijn L. Antheunis ◽  
Alexander P. Schouten ◽  
Emiel J. Krahmer ◽  
Daniëlle N. M. Bleize
Keyword(s):  
Communication Channel ◽  
Social Ties ◽  
Computer Mediated Communication ◽  
Media Choice ◽  
Mediated Communication ◽  
Face To Face ◽  
Channel Choice ◽  
Computer Mediated ◽  
Underlying Mechanisms

Abstract This study employed a scenario-based approach whereby participants were asked to choose which communication channel they prefer in certain situations. The first aim was to determine the effect of the topic of interactions and social ties on channel choice. The second aim was to examine the underlying mechanisms (controllability, anonymity, co-presence, and affective understanding) in the relation between interaction topic and social ties and channel choice. A questionnaire was administered among 238 participants, who were presented five communication scenarios with topics of low and high intimacy and four social ties, ranging from weak to strong. Results revealed that preference for face-to-face (FtF) communication was highest, followed by audio-only computer-mediated communication (CMC) and text-based CMC. Preference for FtF communication was higher when people valued feeling co-present and decreased when people valued feeling anonymous. Our results showed that communication channel choice is strategic and the choice for FtF ommunication, audio-only and text-based CMC largely depends on controllability, anonymity and co-presence.

scholarly journals Computer-Mediated Communication and Child/Adolescent Friendship Quality after Residential Relocation

2021 ◽  
Author(s):  
Ruth Wendt ◽  
Alexandra N. Langmeyer
Keyword(s):  
Children And Adolescents ◽  
Social Relationships ◽  
Computer Mediated Communication ◽  
Friendship Quality ◽  
Communication Behavior ◽  
Mediated Communication ◽  
Residential Relocation ◽  
Face To Face ◽  
Computer Mediated

AbstractThe experience of residential relocation can affect children and adolescents in various ways. It often affects their close social relationships, and this is especially true when these individuals are no longer in close proximity to their family members and friends. Although face-to-face communication may be limited after relocation, computer-mediated communication can assist in maintaining and developing existing relationships. It may even help individuals initiate new social relationships. In the present study, we investigated the role of communication behavior with friends for perceived friendship quality among children and adolescents who recently experienced residential relocation. Based on a representative survey study of families in Germany, we selected parents having moved with their child (8 to 14 years) to another village or town within the last 24 months. In total, 57 parents who had recently moved – majority of whom were mothers – allowed their child to participate in the phone interview. These participants were, on average, 11 years of age, and 58% of them were male. The children answered questions about their communication behavior and the friendships they had with their three current best friends. Using multilevel analysis, we found that children and adolescents who more often communicated face-to-face with their friends also more intensively used computer-mediated technologies to stay in touch. However, the findings further revealed that computer-mediated communication has the potential to remove limitations in existing friendships in the event of relocation. In the following discussion, implications are examined regarding the role of new communication technologies for families with enhanced mobility requirements.

PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS

2017 ◽  
Vol 39 (2) ◽  
pp. 225-256 ◽  
Author(s):  
Shawn Loewen ◽  
Daniel R. Isbell
Keyword(s):  
English Learners ◽  
Statistical Significance ◽  
Computer Mediated Communication ◽  
First Language ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Learner Interactions ◽  
Linguistic Input

Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions. Thirty English learners in same-L1 or different-L1 dyads were assigned to one of two modes (face-to-face or audio-only synchronous computer-mediated communication) and completed three tasks (picture differences, consensus, conversation). Interactions were coded for language-related episodes (LREs), with 14% focused on pronunciation. Segmental features comprised the majority of pronunciation LREs (90%). Pronunciation LREs were proportionally similar for same-L1 and different-L1 dyads, and communication modality yielded no difference in frequency of pronunciation focus. The consensus task, which included substantial linguistic input, yielded greater pronunciation focus, although the results did not achieve statistical significance. These results help clarify the role of pronunciation in learner-learner interactions and highlight the influence of task features.

Differences between computer-mediated and face-to-face communication in a collaborative fiction project

2002 ◽  
Vol 1 (2) ◽  
pp. 303-326
Author(s):  
Radhika Kaushik ◽  
Susan Kline ◽  
Prabu David ◽  
D’Arcy John Oaks
Keyword(s):  
Social Presence ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Fiction Writing ◽  
Face To Face ◽  
Computer Mediated ◽  
The Face

In this paper we examine collaborative fiction writing in a face-to-face setting and in a computer-mediated environment (online chat). To understand the role of social presence in online collaborative work, participants were placed either in a high collaboration task that involved working toward a common storyline or a low collaboration task that involved working toward individual storylines. For the high collaboration task, although face-to-face was perceived as more convenient than computer-mediated communication, this preference did not translate into any difference in terms of the number of idea units generated. For the low collaboration task, where teammates pursued independent storylines, computer-mediated communication was preferred over face-to-face communication. Despite this preference for computer-mediated communication over face-to-face communication in the low collaboration task, participants in the face-to-face condition generated more idea units than those in the computer-mediated condition. These findings are examined within the framework of interactivity and social presence.

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

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