Telecollaborative Desktop-Videoconferencing Exchange: The Case of Mark

Autor/in	Martin, Véronique
Titel	Telecollaborative Desktop-Videoconferencing Exchange: The Case of Mark
Quelle	(2014), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Videoconferencing; Second Language Learning; Second Language Instruction; Learning Motivation; Case Studies; French; North Americans; International Educational Exchange; Video Technology; Models; Autobiographies; Journal Writing; Electronic Mail; Surveys; Males; College Students; Cooperative Learning; Conversational Language Courses; Computer Mediated Communication; Qualitative Research; Questionnaires; Student Attitudes; Discourse Analysis; Cultural Awareness; Student Behavior; Communicative Competence (Languages) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Case study; Fallstudie; Case Study; Französisch; Internationaler Austausch; Analogiemodell; Autobiography; Autobiografie; Autobiographie; Zeitschriftenaufsatz; Elektronischer Briefkasten; Survey; Umfrage; Befragung; Male; Männliches Geschlecht; Collegestudent; Kooperatives Lernen; Computerkonferenz; Qualitative Forschung; Fragebogen; Schülerverhalten; Diskursanalyse; Cultural identity; Kulturelle Identität; Student behaviour; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	This presentation is a case study of the Intercultural Communicative Competence (ICC) development of Mark, one of ten American students engaged in a desktop-videoconferencing telecollaborative exchange with a class of French students. Due in part to its inherent complexity, this context has not been widely researched. To observe ICC development, I used a combination of a priori categories based on the "Attitude" component of Byram's (1997) model, that is, the willingness to show value to one's partner or relativize one's self, and a set of emerging themes (Boyatzis, 1998) gathered from the data. The video-recorded sessions are analyzed in conjunction with data from background surveys, autobiographies, journal entries, and email exchanges. This methodology sheds light on the behavioral choices of a participant who, despite a high level of engagement and motivation, does not appear to take advantage of the exchange for the purpose of ICC development, a behavior that I noticed in other members of his class. While linguistic development can be observed, there is little display of "self-relativizing" and "valuing others" (Byram, 1997, p. 34). These results raise the question of how the methodology could be modified to better foster ICC development in students like Mark, or whether it is even possible to reach this goal within such a mediated environment. [For full proceedings, see ED565087.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01