The Role of Linguistic Alignment on Question Development in Face-to-Face and Synchronous Computer-Mediated Communication Contexts: A Conceptual Replication Study

Autor/inn/en	Kim, YouJin; Skalicky, Stephen; Jung, YeonJoo
Titel	The Role of Linguistic Alignment on Question Development in Face-to-Face and Synchronous Computer-Mediated Communication Contexts: A Conceptual Replication Study
Quelle	In: Language Learning, 70 (2020) 3, S.643-684 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, YouJin) ORCID (Skalicky, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12393
Schlagwörter	Role; Synchronous Communication; Computer Mediated Communication; Interpersonal Communication; Comparative Analysis; Questioning Techniques; English (Second Language); Second Language Learning; Asians; Short Term Memory; Tests; Prior Learning; Pretests Posttests; Priming; Correlation; Intercultural Communication; Interaction; Foreign Countries; Korean; Native Language + Suchen Sie Ihr Suchwort? Rollen; Computerkonferenz; Interpersonale Kommunikation; Befragungstechnik; Fragetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; Kurzzeitgedächtnis; Examination; Prüfung; Examen; Vorkenntnisse; Korrelation; Interkulturelle Kommunikation; Interaktion; Ausland; Koreanisch
Abstract	To date, linguistic alignment studies in second language acquisition have mainly been conducted during face-to-face (FTF) interactions. In the current study, we examined and compared the effect of structural alignment on the development of English direct and indirect questions in FTF and synchronous computer-mediated communication (SCMC) contexts. Additionally, we assessed participants' working memory capacity and previous knowledge of the target structures. We assigned 50 Korean learners of English to either an FTF or SCMC modality. Over 3 weeks, they completed a pretest, two interactive alignment sessions, a working memory test, and immediate and delayed posttests. Results indicate that primed production of direct and indirect questions is significantly more likely than unprimed production. Moreover, we found an interaction with modality for primed production of direct questions but not for indirect questions. Findings suggest learning effects for direct questions only and that this effect is facilitated by the degree of alignment. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01