“Digital Natives” and “Native Speakers”: Competence in Computer-Mediated Communication

2013 ◽  
pp. 152-173
Keyword(s):  
Native Speakers ◽  
Computer Mediated Communication ◽  
Digital Natives ◽  
Mediated Communication ◽  
Computer Mediated

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.

scholarly journals Interlanguage or Technology when Using English as Vehicular Language: what influences students productions online?

2018 ◽  
Vol 26 (2) ◽  
pp. 41
Author(s):  
Milagros Torrado-Cespón
Keyword(s):  
Native Speakers ◽  
Computer Mediated Communication ◽  
Corrective Feedback ◽  
Control Groups ◽  
Mediated Communication ◽  
Use Of Technology ◽  
Computer Mediated ◽  
New Research ◽  
Made In ◽  
Do So

<p>This article seeks to explore what influences the production of accurate online written texts in English by speakers of Spanish. In order to do so, the cases where the pronoun “I” is not capitalized have been examined in detail to determine whether we are facing an error due to a lack of proficiency or whether the use of ICT is to blame. After going through the cases of “i” and observing the other mistakes made in the texts where they appear, ICT together with lack of proofreading, and interlanguage seem to be the possible answers. Although we can establish the use of technology and, therefore, Computer-Mediated Communication (CMC) as the cause of most cases in analogy with what happens with native speakers, further investigation is needed and new research with similar control groups where explicit corrective feedback is given could give us more clues about the behaviour of the participants.</p>

LEARNER VERSUS NONLEARNER PATTERNS OF STYLISTIC VARIATION IN SYNCHRONOUS COMPUTER-MEDIATED FRENCH

2009 ◽  
Vol 31 (3) ◽  
pp. 471-500 ◽  
Author(s):  
Rémi A. van Compernolle ◽  
Lawrence Williams
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Computer Mediated Communication ◽  
French Language ◽  
Mediated Communication ◽  
Stylistic Variation ◽  
Person Plural ◽  
Computer Mediated ◽  
Second Year ◽  
First Person Plural

This study analyzes stylistic variation among first-, second-, and third-year instructed learners of French engaged in synchronous French-language computer-mediated communication (CMC) and compares the results with data from nonlearner discourse in a public, noneducational synchronous CMC environment. We focus specifically on variability inyes/noquestion (YNQ) structures and the use of the pronounsnous“we” andon“one” or “we” for first-person plural reference. The results suggest that whereas first- and second-year learners rarely use informal variants, third-year students approximate—but do not actually reach—native-speaker norms. Contrary to expectations, however, no positive correlation was found between the increased use of the informal pronoun and the informal YNQ structure. Finally, we argue for more in-depth case studies that combine analyses of performance data, competence data, and individual learner histories to determine when, why, and how second language users begin to recognize and emulate native speakers’ sociolinguistic norms and variation.

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.

Chinese language learners’ anxiety toward chat partners in computer-mediated communication

2017 ◽  
Vol 52 (2) ◽  
pp. 127-147
Author(s):  
Yanlin Wang ◽  
Steven M. Crooks ◽  
Stefanie Borst
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Chinese Language ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Computer Mediated ◽  
Significant Difference ◽  
Chinese Language Learners

Abstract Studies have shown foreign language anxiety (FLA) can negatively impact learners’ performance in the classroom, but learners experience less FLA during computer-mediated communication (CMC) activities. Although it has been documented that communicating with native speakers (NSs) can make foreign language learners more anxious, very few empirical studies have compared learners’ anxiety levels toward different online chat partners. The current study investigated intermediate Chinese language learners’ FLA in online text CMC activities chatting with NSs and non-native speakers (NNSs). The quantitative data analyses showed that there was a significant difference in the anxiety level between chatting with NSs and NNSs in text-based CMC: chatting with NSs made Chinese learners more anxious than chatting with NNSs. Language confidence and partner familiarity were the two main factors mediating the anxiety. Practical pedagogical implications and future research directions were discussed.

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.

scholarly journals ‘Only Connect’? Complexities in International Student Communication

2005 ◽  
Vol 2 (4) ◽  
pp. 341-354 ◽  
Author(s):  
Frances Bell ◽  
Elena Zaitseva
Keyword(s):  
International Student ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Technological Determinism ◽  
Mediated Communication ◽  
Student Collaboration ◽  
Face To Face ◽  
Computer Mediated ◽  
Alternative Approach ◽  
Unrealistic Expectations

This article explores the potential and limitations of international educational collaboration using the concept of connection, a term with different meanings that are sometimes conflated to produce unrealistic expectations of computer-mediated communication (CMC). The authors explore the use on the Internet of the ‘only connect’ quote from Howard's End, in order to critique technological determinism and advocate an alternative approach that recognises the interpretive flexibility inherent in CMC. In a communication-rich experience such as education, the limitations of CMC are evident, particularly for non-native speakers, but the medium does offer some advantages over face-to-face communication. The authors introduce the notion of ‘cool webs’ to understand some responses to the challenges presented by international student collaboration online, illustrated by examples from the Collaboration Across Borders project.

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