Telecollaboration for content and language learning: A Genre-based approach

Repository record updated on:

May 7, 2021, 2:06 a.m.

Database record updated on:

Feb. 14, 2022, 11:02 p.m.

Last Harvested on:

Feb. 14, 2022, 11:02 p.m.

bitstream:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/0545b3f9-83c3-4dbc-9853-933f5258ab4d/download', '23_3_10125-44701.pdf']]

bitstream_txt:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/f233987e-bade-42a3-8885-83abf0681b0f/download', 'full_text']]

collection:

Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

contributor.author:

Cunningham, D. Joseph

date.accessioned:

2019-10-22T17:12:02Z

date.available:

2019-10-22T17:12:02Z

date.issued:

2019-10-17

description.abstract:

While many studies have documented the growth of second language abilities and intercultural knowledge as a result of participating in telecollaboration, research has not sufficiently investigated the development of content knowledge in this learning context. In response, this study explores content learning in a university-level, genre-based business German course. Two dyads and two triads of students conducted synchronous audiovisual interviews with Berlin-based entrepreneurs in order to expand upon their existing knowledge of German business culture. The study examines the extent to which L2 German learners were able to perform the genre ‘oral interview’ via synchronous computer-mediated communication (SCMC) and whether performance afforded learners the opportunity to: 1) display previously acquired content knowledge and 2) acquire new content knowledge. Discourse analysis of four hours of transcribed speech shows that all groups were able to navigate the generic stages of the oral interview. Furthermore, participants used both explicit and implicit means to refer to knowledge gained prior to the exchange and during the exchange. These results provide evidence that genre-based pedagogy can foster integrated content and language learning in SCMC-based telecollaboration by helping learners demonstrate attention, link existing knowledge to new knowledge, and create meaningful connections between different topical areas.

description.provenance:

Made available in DSpace on 2019-10-22T17:12:02Z (GMT). No. of bitstreams: 1 23_3_10125-44701.pdf: 296826 bytes, checksum: 20967ed2a8c9ad975d080338baced195 (MD5) Previous issue date: 2019-10-17

endingpage:

177

identifier.citation:

Cunningham, D. J. (2019). Telecollaboration for content and language learning: A Genre-based approach. Language Learning & Technology, 23(3), 161–177. http://hdl.handle.net/10125/44701

identifier.doi:

10125/44701

identifier.issn:

1094-3501

identifier.uri:

http://hdl.handle.net/10125/44701

number:

3

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center University of Texas at Austin Center for Open Educational Resources and Language Learning

site_url:

/item/10125-44701/

startingpage:

161

subject:

Telecollaboration Content-Based Instruction Genre-Based Pedagogy

title:

Telecollaboration for content and language learning: A Genre-based approach

type:

Article

type.dcmi:

Text

volume:

23