The Functions of Negotiation of Meaning in Text-Based CMC

2011 ◽  
pp. 291-306 ◽  
Author(s):  
Sedat Akayoglu ◽  
Arif Altun
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Nonnative Speakers ◽  
Negotiation Of Meaning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Meaning Negotiation ◽  
Mediated Discourse ◽  
Research Questions

This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using computer-mediated discourse analysis. Two research questions were sought in this study: (a) what types of negotiation of meaning emerge in text-based synchronous CMC environments, and (b) is there any difference between native speakers (NSs) and nonnative speakers (NNSs) of English in terms of negotiations of meaning functions in this environment. The emerged functions of meaning negotiation were presented, and when comparing the NS with NNSs, the most frequently used negotiation of meaning functions were found to be different, but the least frequently used ones were found to be similar. The findings of this study might give insights to researchers, educators, and teachers of English Language when designing instruction in terms of patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication.

The Functions of Negotiation of Meaning in Text-Based CMC

2009 ◽  
pp. 1431-1446
Author(s):  
Sedat Akayoglu ◽  
Arif Altun
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Nonnative Speakers ◽  
Negotiation Of Meaning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Meaning Negotiation ◽  
Mediated Discourse ◽  
Research Questions

This chapter aims at describing the patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication by using computer-mediated discourse analysis. Two research questions were sought in this study: (a) what types of negotiation of meaning emerge in text-based synchronous CMC environments, and (b) is there any difference between native speakers (NSs) and nonnative speakers (NNSs) of English in terms of negotiations of meaning functions in this environment. The emerged functions of meaning negotiation were presented, and when comparing the NS with NNSs, the most frequently used negotiation of meaning functions were found to be different, but the least frequently used ones were found to be similar. The findings of this study might give insights to researchers, educators, and teachers of English Language when designing instruction in terms of patterns of negotiation of meaning functions in text-based synchronous computer-mediated communication.

Virtual immersion

2004 ◽  
Vol 18 ◽  
pp. 63-80 ◽  
Author(s):  
Vincenza Tudini
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Discourse Markers ◽  
Negotiation Of Meaning ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

Most studies in the field of synchronous Computer Mediated Communication (CMC) deal with interactions between language learners, while interactions between native speakers (NS) and learners have not been explored to the same extent, particularly to ascertain whether chatting with NS can provide a pedagogically sound bridge to conversation. Through the analysis of interactions within a NS Italian chatline, this paper considers whether the chatline environment can act as a bridge to conversational Italian by providing the same opportunities for second language acquisition reputedly offered by face-to-face interaction. Italian NS chatline discourse is analysed for its conversational ‘flavour’ by considering variety of Italian, range of topics, questions, discourse markers, feedback tokens and negotiations. The findings of this study suggest that NS chat discourse can provide learners with exposure to colloquial and regional varieties of Italian, which are generally unavailable in language textbooks. Furthermore, NS chatline discourse offers learners a type of informal conversational practice which also includes negotiation of meaning, thus confirming its role in promoting language learning.

Toward a broader understanding of social talk in Web-based courses

2012 ◽  
Vol 32 (3) ◽  
Author(s):  
Linda Reneland-Forsman
Keyword(s):  
Computer Mediated Communication ◽  
School Teachers ◽  
Mediated Communication ◽  
Group Culture ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Narrative Format ◽  
Normative Status

AbstractThe interactive potential of computer-mediated communication has proved more difficult to realize than expected. This study tries to break away from the normative status of speech underlining computer-mediated communication by asking how social talk is manifested in Web-based learning environments. The asynchronous communication of 55 students during a study period of 18 weeks was examined using mediated discourse analysis. The students were training as pre-school teachers in a four-year program. Their ability to create a group culture seemed significant for how they developed group autonomy and were able to handle unexpected incidents or a loose framing. The communication between the students was in narrative format and was lengthy in character; trust and confidence were dropped off as part of a constant construction of group culture. These students did not adopt or develop known means of compensating for the loss of nonverbal clues. There were indications of sharing private concerns and information from other practices in life as a conditional aspect of participation. When having troubles to cope, it was the youngest students who failed.

If Pandora had a Blog

2015 ◽  
Vol 4 (2) ◽  
pp. 15-32
Author(s):  
Otilia Pacea
Keyword(s):  
Social Media ◽  
Computer Mediated Communication ◽  
High Impact ◽  
Genre Analysis ◽  
Mediated Communication ◽  
Political Blogs ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Digital Landscape

In the context of internet genre migration and proliferation, conventional taxonomies are no longer valid. To classify blogs between thematic and personal blogs is to blissfully ignore the legions of successful content prosumers, from political blogs to travel blogs, from food blogs to MAD (mom and dad) blogs, from fashion blogs to milblogs. With the recent explosion of social media, the digital landscape shifted and today there are more voices online than ever before. For blogs, however, the original purpose for communication has always been twofold: to inform and to emote. Computer-mediated communication may be overpopulated with a myriad of mixed forms and blogs might be dead or simply, difficult to reach with so much overlapping. Yet high-impact blogs still remain and are widely read. This paper explores the language of high-impact blogs, testing a new methodology for genre analysis to solve genre hybridity in the case of computer-mediated discourse.

Learners’ interactions: a comparison of oral and computer-assisted written conversations

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 113-136 ◽  
Author(s):  
MARISOL FERNÁNDEZ-GARCÍA ◽  
ASUNCÍON MARTÍNEZ ARBELAIZ
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Language Context

Previous research has underscored the role of negotiation in providing appropriate conditions for second language acquisition. Varonis and Gass (1985b), in a study of English as a Second Language (ESL), found greater amount of negotiation in non-native–non-native interaction than in native-non–native interaction. Given the increased interest in computer mediated communication and in its applications to language learning, this investigation explores whether those results are obtained when using an electronic written medium. This study compared the negotiations generated by dyads of non-native speakers (NNS–NNS), native speakers (NS–NS), and non-native and native speakers (NNS–NS), in the oral and written modes. The results revealed that the NNS–NS group negotiated in the oral mode significantly more than in the written mode; this group also negotiated significantly more than the other two groups in the oral mode. Learners' shared social and linguistic background seemed to have facilitated the comprehension of input. Conversely, lack of familiarity with native speaker's pronunciation seemed to have caused more breakdowns in the oral conversations of the mixed dyads. Though the results of this study suggest that negotiation is not the main resource to obtain modified input in a foreign language context, other learning strategies that may be beneficial in the language learning process were at use in learner-learner interaction.

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