A Comparative Study of Lexical Word Search in an Audioconferencing and a Videoconferencing Condition

Autor/inn/en	Cohen, Cathy; Wigham, Ciara R.
Titel	A Comparative Study of Lexical Word Search in an Audioconferencing and a Videoconferencing Condition
Quelle	In: Computer Assisted Language Learning, 32 (2019) 4, S.448-481 (34 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Cathy) ORCID (Wigham, Ciara R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1527359
Schlagwörter	Computer Assisted Instruction; Second Language Instruction; Second Language Learning; English (Second Language); Computer Mediated Communication; Distance Education; Speech Skills; Electronic Learning; Teleconferencing; Videoconferencing; Recall (Psychology); Information Retrieval; Nonverbal Communication; Semantics; Undergraduate Students; Foreign Countries; France + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Mündliche Leistung; Sprachfertigkeit; Telekonferenz; Abberufung; Non-verbal communication; Nonverbale Kommunikation; Semantik; Ausland; Frankreich
Abstract	This study on online L2 interactions compares lexical word search between an audioconferencing and a videoconferencing condition. Nine upper-intermediate learners of English describe a previously unseen photograph in either the videoconferencing or the audioconferencing condition. A semantic feature analysis is adopted to compare their interactions. To evaluate the contribution of visual and verbal modes, a quantitative analysis examines the distribution of the referential properties of one target lexical item: "tunnel earring." It suggests that pushed output produced in the videoconferencing condition is lexically richer. Then, in view of these results, focusing on two learners, one from the audioconferencing condition and one from the videoconferencing condition, a fine-grained multimodal analysis of the qualitative features of gestures and speech complements the quantitative results. It demonstrates how the videoconferencing condition allows the learner to embody salient physical referential properties of the lexical item, before transferring the referential information to the verbal mode, to produce a semantically rich description. The study will interest researchers working on multimodality and L2 teachers deciding between videoconferencing and audioconferencing as pedagogical options. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01