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Development of L2 interactional resources for online collaborative task accomplishment

机译:开发用于在线协作任务的L2交互资源

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Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely unexplored due to an overall focus on task design and outcomes rather than task engagement processes. With this gap in mind, we set out to describe the emergence, development, and diversification of L2 (English) interactional resources oriented to task completion using conversation analysis for the examination of 13hours of screen-recorded online task-oriented interactions collected over 18 weeks. The focal tasks in the study have been designed as emergent information-gap tasks that require the participants to maintain progressivity by both displaying their own and converging with their co-participants' dynamic knowledgeability for task completion purposes. A longitudinal investigation into task engagement processes has demonstrated that the participants fail to display their knowledge congruently and they repeatedly disrupt the progressivity of task-oriented interaction in earlier weeks. However, an observable diversification of interactional resources for collaborative task accomplishment has been recorded in later weeks, which demonstrates the development of interactional competence over time. These findings bring insights into interactional competence, epistemics, and CALL with special reference to technology-mediated TBLT.
机译:长期以来,以技术为中介的任务环境一直被认为是L2学习和教学过程的组成部分。但是,由于总体上将重点放在任务设计和结果上,而不是任务参与过程上,因此学习者为完成这些环境中的任务而部署的交互资源仍未得到充分开发。考虑到这一差距,我们着手使用对话分析来描述面向任务完成的L2(英语)交互资源的出现,发展和多样化,该交互分析用于检查在18周内收集的13小时屏幕记录的在线记录的面向任务的交互。研究中的重点任务已被设计为紧急信息缺口任务,要求参与者通过展示自己的知识并与参与者共同完成任务的动态知识,从而保持进步性。对任务参与过程的纵向调查表明,参与者未能完全展示自己的知识,并且他们在前几周多次破坏了面向任务的交互的进度。但是,在随后的几周中,已记录到可观察到的用于协作任务完成的交互资源的多样化,这表明了交互能力随着时间的发展。这些发现带来了对交互能力,认识论和CALL的深入了解,并特别提到了技术介导的TBLT。

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