Developing Sociolinguistic Competence through Intercultural Online Exchange

Autor/in	Ritchie, Mathy
Titel	Developing Sociolinguistic Competence through Intercultural Online Exchange
Quelle	(2011), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Sociolinguistics; Intercultural Communication; Computer Mediated Communication; Guidelines; Foreign Countries; Second Language Learning; Second Language Instruction; Standards; French; Native Speakers; Qualitative Research; Cultural Awareness; Language Variation; Metalinguistics; Computational Linguistics; Language Usage; Discourse Analysis; Contrastive Linguistics; Management Systems; Europe; Canada + Suchen Sie Ihr Suchwort? Soziolinguistik; Interkulturelle Kommunikation; Computerkonferenz; Richtlinien; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Standard; Französisch; Muttersprachler; Qualitative Forschung; Cultural identity; Kulturelle Identität; Sprachenvielfalt; Metalanguage; Metasprache; Linguistics; Computerlinguistik; Sprachgebrauch; Diskursanalyse; Kontrastive Linguistik; Europa; Kanada
Abstract	The main goal of this study was to investigate whether computer-mediated communication (CMC) intercultural exchange offers the conditions necessary for the development of the sociolinguistic competence of second language learners. Non-native speakers (NNS) of French in British Columbia interacted through CMC with native speakers (NS) of French in Quebec over the course of one university semester. Drawing on the sociocultural perspective, this study used a qualitative approach to analyse the collected data. The data included the transcripts of text-based chat discussions and of a discussion forum. The framework used to guide the sociolinguistic inquiry consisted of The Common European Framework of Reference for Languages (Council of Europe, 2001). The findings of this study suggest that intercultural CMC exchange offers positive conditions for the development of the sociolinguistic competence. NNS were exposed to stylistic variation and made minor changes in their use of sociolinguistic elements, showing that they developed sensitivity to the vernacular style used by NS. The results also allow for a general description of the sociolinguistic elements involved in this type of exchange. [For the complete volume, "Second Language Teaching and Learning with Technology: Views of Emergent Researchers," see ED574599.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01