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CALL: Using, Learning, Knowing
EUROCALL Conference, Gothenburg, Sweden 22-25 August 2012, Proceedings
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About Collaboration, Interaction, and the Negotiation of Meaning in Synchronous Written Chats in L2-German
Christine Fredriksson
*Högskolan Dalarna/Dalarna University, Falun, Sweden
Abstract
questions are: In which constellation, native speaker/non-native speaker vs. peer-groups,
Keywords: learning strategies, discourse, group dynamics, lexical variety, syntactical complexity.
1. Introduction
This paper is an introduction to an on-going research project on the interaction and
the subjects create their discourse and how they pick up new L2-knowledge through From a socio-cultural view (see Vygotsky, 1978
in the learning process. In a conversation with a native speaker on the other hand, a to produce adequate utterances in the L2. Ellis (2008) suggests that this will lead to acts.
The collaboration and the social practice within an interconnected community is
seen by researchers such as as a
Gibson, 1979) the Crystal (2001) has pointed out, synchronous written
language items (see Warschauer & Kern, 2000
on social context and the situation in which the interaction is taking place and this will Fredriksson, 2006).
Lamy & Hampel, 2007
2. Method
2.1. Data-collection
Christine Fredriksson
learners, competent and native speakers varied in each chat. The students prepared the language they used but also the possibility to use the ready-made answers and
The groups:
F: L1S/L2G/L2G, competent speaker dominance (2 L1S-subjects).
2.2. Data analysis
Based on a model which has been developed by Henrici (1995) to analyse the relationship between the interaction and L2-acquistition in traditional oral language Henrici’s (1995)
language learning. I used quantitative and qualitative analysis methods to describe the
Participation in the different chat-groups:
3. Discussion 3.1. Participation
when they and a competent speaker share the same background and are in the majority.
the book, in the task or in the other participants.
3.2. Language complexity
L1S-groups).
3.3. Monitoring and repair
that helps to develop L2-knowledge. Wrong hypotheses about grammatical rules are seldom corrected.
3.4. Formulas
ich mag ´I like´, ja + lexical word kann/muss
(muss sein, kann sein). This helps them to keep the discourse going.
Christine Fredriksson
4. Conclusions
Instructions on how to construct the interaction in order to
Further attention has to be spent on learners’ strategies,
References
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press.
Ellis, R. (2008). The Study of Second Language Acquisition (2nd ed.).
Fredriksson, C. (2006). Erwerbsphasen, Entwicklungssequenzen und Erwerbsreihenfolge. Zum Erwerb der deutschen Verbalmorphologie durch schwedische Schülerinnen und Schüler. Uppsala:
The Ecological Approach to Visual Perceptions.
Advances in Research on Networked Learning
Henrici, G. (1995). Spracherwerb durch Interaktion? Eine Einführung in die fremdsprachener- . Hohengehren: Schneider Verlag.
Online Communication in Language Learning and Teaching.
Vygotsky, L. S. (1978).
