Methodological Innovation for the Study of Request Production in Telecollaboration

Autor/in	Cunningham, D. Joseph
Titel	Methodological Innovation for the Study of Request Production in Telecollaboration
Quelle	In: Language Learning & Technology, 21 (2017) 1, S.76-99 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; German; Languages for Special Purposes; Business Communication; Pragmatics; Taxonomy; Interlanguage; Native Speakers; Speech Acts; Factor Analysis; Videoconferencing; Intercultural Communication; Models; Computer Mediated Communication; Mixed Methods Research; State Universities; College Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Deutscher; Sprachhandlungsfähigkeit; Unternehmenskommunikation; Pragmalinguistik; Taxonomie; Zielsprache; Muttersprachler; Sprechakt; Faktorenanalyse; Interkulturelle Kommunikation; Analogiemodell; Computerkonferenz; Staatliche Universität; Collegestudent
Abstract	Second language (L2) request production has long been a central area of inquiry in interlanguage pragmatics, including how L2 learners mitigate their requests and whether such strategies correspond to or differ from those of first language (L1) speakers. Methodologically, such research often involves elicited speech and tends to isolate the speech act from the surrounding discourse using instruments such as discourse completion tasks. While some naturalistic speech contexts (e.g., academic advising sessions) have been investigated, few studies to date have analyzed requesting in synchronous computer-mediated communication (SCMC). The current study responds by presenting a multifactorial analysis of L1 and L2 request production that occurred during eight one-hour web conferences between L2 learners of German for professional purposes and L1 German professionals. Three taxonomies traditionally used in face-to-face pragmatics research were adapted for analysis of the SCMC, enabling the use of a generalized linear mixed model. Findings indicate that while both groups of speakers used predominantly direct requesting behavior, L1 speakers used significantly more internal modification devices than did L2 learners. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01