Collaborative Dialogue between Complete Beginners of Chinese as a Foreign Language: Implications It Has for Chinese Language Teaching and Learning

Autor/in	Bao, Rui
Titel	Collaborative Dialogue between Complete Beginners of Chinese as a Foreign Language: Implications It Has for Chinese Language Teaching and Learning
Quelle	In: Language Learning Journal, 48 (2020) 4, S.414-426 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2017.1422136
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Chinese; Individual Differences; Dialogs (Language); Cooperative Learning; Sociocultural Patterns; Task Analysis; Grammar; Error Correction; Educational Benefits; Communicative Competence (Languages); Introductory Courses; Undergraduate Students; Foreign Countries; Video Technology; Denmark + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; China; Chinesen; Individueller Unterschied; Dialog; Dialogs; Dialogue; Dialogues; Kooperatives Lernen; Soziokulturelle Theorie; Aufgabenanalyse; Grammatik; Korrektur; Bildungsertrag; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Einführungskurs; Ausland; Dänemark
Abstract	Collaborative dialogue has been seen as an important aspect of L2 learning. However, the extent to which collaborative dialogue contributes to learning depends very much on the context in which it takes place. Informed by a sociocultural perspective of learning, this study investigated the nature of the collaborative dialogue between complete beginners of Chinese as a foreign language (CFL) when engaging in task completion. Data were analysed by focusing on the occurrences, linguistic focuses, sources and resolutions of language-related episodes (LREs). Results indicated that beginners of CFL produced a large number of LREs, most of which focused on forms and were correctly resolved. However, variations in these LREs were also identified among learner pairs. It is suggested that beginners of CFL benefited from their collaborative dialogue. Meanwhile, it was highlighted that this benefit might be affected by different contextual factors such as proficiency, task, pair dynamics and individual learner difference, especially the linguistic features of Chinese language in this case. Finally, implications for CFL teaching and learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01