Literaturnachweis - Detailanzeige
| Autor/inn/en | Michel, Marije; O'Rourke, Breffni |
|---|---|
| Titel | What drives alignment during text chat with a peer vs. a tutor? Insights from cued interviews and eye-tracking. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, (2019) 83, S. 50-63 |
| Beigaben | Anhang; Abbildungen 2; Tabellen 5 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Kommunikationssituation; Interaktion; Schreiben |
| Abstract | Alignment refers to the largely automatic tendency of interlocutors to re-use each other's language patterns in the course of authentic interaction. However, little is known about alignment during L2 interaction, where recycling of a partner's language - in contrast to L1 conversations - might be a more conscious, strategic behaviour. In this paper the authors explore attention and awareness of L2 speakers to their partner's language use during digitally mediated communication (text chat) and see whether and how they re-use each other's lexical phrases. Twelve English-L1 learners of L2 German participated in a task-based text chat discussion. Participants communicated under two different conditions: with a native speaker tutor vs. with a language learning peer. Three data sources were scrutinised: (1) chatlog analyses looked for re-used lexical phrases; (2) eye-gaze fixations on re-used text served as measures of attention; (3) awareness of language re-use was evaluated by means of cued interviews. Results reveal both unaware and strategic alignment; more of it happening in the tutor chat; and more advanced students being less inclined to copy their partner. Findings will be discussed in light of Costa et al.'s (2008) framework on L2 alignment. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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