Vicious vs. Virtuous Cycles of Turn Negotiation in Video-Mediated Telecollaboration: Interactional Sociolinguistics Perspective [Konferenzbericht] Paper presented at the Conference on Telecollaboration in Higher Education (2nd, Dublin, Ireland, Apr 21-23, 2016).

Autor/in	Akiyama, Yuka
Titel	Vicious vs. Virtuous Cycles of Turn Negotiation in Video-Mediated Telecollaboration: Interactional Sociolinguistics Perspective [Konferenzbericht] Paper presented at the Conference on Telecollaboration in Higher Education (2nd, Dublin, Ireland, Apr 21-23, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Sociolinguistics; Video Technology; Computer Mediated Communication; Program Descriptions; English (Second Language); Second Language Learning; Second Language Instruction; North Americans; Intercultural Communication; Cues; Asians; Foreign Countries; Discourse Analysis; Personality Traits; Intervention; Scaffolding (Teaching Technique); Japan; United States + Suchen Sie Ihr Suchwort? Soziolinguistik; Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interkulturelle Kommunikation; Stichwort; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Diskursanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; USA
Abstract	To examine how participants' different eTandem experiences could be attributed to the way they co-constructed turns, this study analyzed turn negotiation practices of one dyad who engaged in video-mediated interaction between Japan and America. This dyad was chosen for analysis because they expressed the greatest frustration and required a pedagogical intervention. It was found that silence, which was used by the Japanese learner of English as a Foreign Language (EFL) as a contextualization cue for linguistic help, triggered the American student's hyperexplanation to get the Japanese partner involved in conversation. Such a high-involvement strategy, however, only resulted in producing fewer opportunities for the Japanese partner to contribute to the conversation (i.e. vicious cycle). I conclude that "missed communication" (Ware, 2005) in an autonomous, long-term eTandem project may entrench attribution of negative personal traits unless appropriate scaffolding/intervention is provided. [For the complete volume, see ED571330.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01