Vicious vs. Virtuous Cycles of Turn Negotiation in American-Japanese Telecollaboration: Is Silence a Virtue?

Autor/in	Akiyama, Yuka
Titel	Vicious vs. Virtuous Cycles of Turn Negotiation in American-Japanese Telecollaboration: Is Silence a Virtue?
Quelle	In: Language and Intercultural Communication, 17 (2017) 2, S.190-209 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akiyama, Yuka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2016.1277231
Schlagwörter	Language Styles; Intercultural Communication; Discourse Analysis; English (Second Language); Second Language Learning; Videoconferencing; Foreign Countries; Teaching Methods; Intervention; Personal Autonomy; Speech Communication; Communication Problems; Personality Traits; Attribution Theory; Sociolinguistics; College Students; Japanese; Native Speakers; Second Language Instruction; Scaffolding (Teaching Technique); United States + Suchen Sie Ihr Suchwort? Sprachstil; Interkulturelle Kommunikation; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Kommunikationsbarriere; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Soziolinguistik; Collegestudent; Japaner; Japanisch; Muttersprachler; Fremdsprachenunterricht; USA
Abstract	This study analyzes the conversational styles of two dyads who engaged in a semester-long, video-mediated telecollaboration between Japan and America. While one dyad expressed the greatest satisfaction and developed the autonomy to continue the project beyond the curricular requirement, the other dyad expressed the greatest frustration, requiring a pedagogical intervention. To examine how the two dyads' different experiences could be attributed to turn negotiation patterns, the English portion of the second interaction session was analyzed. The results showed that for the unsuccessful dyad, silence, which was used by the Japanese EFL learner as a contextualization cue, triggered the American student's hyperexplanation to get the Japanese partner involved in conversation. However, such a high-involvement strategy, only resulted in producing fewer opportunities for the Japanese partner to contribute to the conversation (i.e. vicious cycle). In contrast, successful turn negotiation of the other dyad enabled them to share knowledge schema, improve recipient design, and adjust their speech accordingly. Such personalized speech, in turn, led to the co-construction of conversation (i.e. virtuous cycle). Based on these observations, I conclude that "missed communication" may entrench attribution of negative personal traits unless appropriate scaffolding/intervention is provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01