Learning Proverbs through Telecollaboration with Japanese Native Speakers: Facilitating L2 Learners' Intercultural Communicative Competence

Autor/inn/en	Hirotani, Maki; Fujii, Kiyomi
Titel	Learning Proverbs through Telecollaboration with Japanese Native Speakers: Facilitating L2 Learners' Intercultural Communicative Competence
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 4 (2019), Artikel 5 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hirotani, Maki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-019-0067-5
Schlagwörter	Native Speakers; Proverbs; Second Language Learning; Second Language Instruction; Social Media; Communicative Competence (Languages); Intercultural Communication; Novices; Japanese; Drama; Comparative Analysis; Video Technology; Verbal Communication; Student Attitudes; Peer Relationship; Journal Writing; Cultural Traits; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Muttersprachler; Sprichwort; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Medien; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interkulturelle Kommunikation; Japaner; Japanisch; Schauspiel; Schülerverhalten; Peer-Beziehungen; Zeitschriftenaufsatz; Computerkonferenz
Abstract	Telecollaboration has been considered to have great potential for the development of L2 learners' intercultural communicative competence (ICC), so an examination of what benefits L2 learners receive through telecollaboration is necessary. Also, L2 learners' use of culturally specific expressions, such as proverbs, has not been adequately investigated. The present study investigated the effects of telecollaboration on L2 learners' perceptions of their ICC knowledge and skills in relation to one type of verbal communication (proverbs) in Japanese. Nineteen L2 novice learners of Japanese were involved in the study, and they telecollaborated with 23 native speakers of Japanese using Facebook. They learned Japanese proverbs through Facebook videos introduced by their Japanese peers, followed by in-class follow up sessions and a reflection log activity, and they then performed skits in Japanese. Their perceptions of their ICC knowledge and skills were compared using the pre- and the post-questionnaires, and their language production was analyzed. The study found that students gained a sense of accomplishment in learning the target element of verbal communication; however, they did not always execute the expressions in appropriate situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01