Internet-mediated videoconferencing for the development of intercultural communication in second language (L2) education.

摘要

The purpose of this study is to investigate how Internet-mediated videoconferencing contributes to the development of intercultural communication in L2 education. Because of the inseparable relationship between language and culture, intercultural learning in L2 education can provide the power and knowledge to gain critical understanding of each other in this global era. The study is conceptualized by sociocultural theory (SCT) that emphasizes mediation in human development through social interactions and cultural artifacts. It analyzes virtual classroom interactions of middle and high School Korean students learning English as a foreign language through multimodal videoconferencing. It shows that multimodal videoconferencing facilitates students' learning of culture-specific connotations in the target language, the development of critical understanding of the target culture through insiders' perspectives, and a re-evaluation of the home culture through outsiders' perspectives. Also, their learning processes show changes in interaction patterns, awareness of cultural differences, willingness to engage with the target culture, and critical evaluation of both cultures. Throughout the social interactions supported by videoconferencing that facilitate the development of critical awareness of the self and the other and allow for a deeper understanding of one's home culture (C1) and the target culture (C2), learners can create new identities that fit into the third place (C3), where diversity of people and culture is respected. Therefore, the zone of proximal identity development (ZPID) emerges from intercultural learning through videoconferencing interactions. The study finally addresses the conditions for successful internet-mediated intercultural learning in terms of teacher education for technology competence through empirical learning.