Mobile Application Use in Technology-Ehanced DCTs

Autor/inn/en	Rockey, Catherine; Tiegs, Jessica; Fernández, Julieta
Titel	Mobile Application Use in Technology-Ehanced DCTs
Quelle	In: CALICO Journal, 37 (2020) 1, S.85-108 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
DOI	10.1558/cj.38773
Schlagwörter	Telecommunications; Handheld Devices; Task Analysis; Speech Acts; Teaching Methods; Spanish; Second Language Learning; Vignettes; Native Speakers; Video Technology; Nonverbal Communication; Pragmatics; Second Language Instruction; Advanced Courses; North American English; Computer Software; Social Distance; College Students + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Aufgabenanalyse; Sprechakt; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Zweitsprachenerwerb; Muttersprachler; Non-verbal communication; Nonverbale Kommunikation; Pragmalinguistik; Fremdsprachenunterricht; Fortgeschrittenenunterricht; Amerikanisches Englisch; Collegestudent
Abstract	In response to calls for improving the quality of DCTs as data-gathering instruments, this study investigates the effectiveness of technology-enhanced discourse completion tasks (TE-DCTs) as a method for eliciting nonverbal speaker data. We used a mobile application to administer four TE-DCTs to native speakers (L1) and intermediate and advanced second-language (L2) speakers of Spanish. Each TE-DCT contained two scenarios with the goal of capturing nonverbal devices used in the speech act of attention-getting (i.e., devices used to draw the interlocutor's attention). The written description of each DCT scenario was supplemented with a short video clip to provide participants with nonverbal factors such as distance to interlocutor, bodily stance, and orientation of interlocutors. To capture nonverbal cues as part of the participant responses, the participant video recorded their oral responses to each scenario. The mobile application used was successful in capturing a variety of attention-getting elements, including nonverbal devices, in the majority of both L1 and L2 participant responses for all DCT scenarios. Drawing on this data, we argue for the use of mobile applications as an ecologically valid way to measure one type of pragmatic ability. In addition, we advocate their integration into L2 pedagogical practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01