Using L2 Interactional-Pragmatic Resources in CMC: A Case of Japanese Orthography and Emoji

Autor/inn/en	Maa, Joy; Taguchi, Naoko
Titel	Using L2 Interactional-Pragmatic Resources in CMC: A Case of Japanese Orthography and Emoji
Quelle	In: Language Teaching Research, 26 (2022) 2, S.190-212 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maa, Joy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/13621688211064934
Schlagwörter	Nonverbal Communication; Second Language Learning; Second Language Instruction; Pragmatics; Computer Mediated Communication; Undergraduate Students; Japanese; Native Speakers; Intercultural Communication; Interpersonal Communication; Student Attitudes; Learning Processes; Language Usage; Recall (Psychology); Intention; Self Concept; Computer Software; Exchange Programs; Written Language + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Computerkonferenz; Japaner; Japanisch; Muttersprachler; Interkulturelle Kommunikation; Interpersonale Kommunikation; Schülerverhalten; Learning process; Lernprozess; Sprachgebrauch; Abberufung; Selbstkonzept; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Geschriebene Sprache
Abstract	Increasingly prevalent use of technologies such as instant messaging and online chat has transformed our traditional ways of learning and teaching pragmatics. This study presents an example of such transformation by demonstrating how computer-mediated communication (CMC) may be employed as a tool to provide second language (L2) learners opportunities to use interactional resources specific to the context of CMC, namely unique orthography and emoji. For the study, we introduced four university-level learners of Japanese to a language exchange messaging application and recorded their online text-based chat interactions with native Japanese speakers over a period of 12 weeks. We followed up the chat data with weekly stimulated verbal recalls (SVR) to investigate L2 learners' intentions and perceptions surrounding their own and others' use of unique orthography and emoji (48 SVR sessions total; average 30 minutes per session). Coding and thematic analysis of the chat data revealed learners' agentive use of orthography and emoji as resources for communication. In addition, the SVR data revealed a variety of personal and interpersonal reasons behind their use, including learners' concerns over self-presentation, interpersonal relationships, identity, and discourse management. The findings not only demonstrate how CMC can afford learners a unique environment for experimenting with a range of context-appropriate interactional resources to convey pragmatic meaning, but also shed light on the various, sometimes competing, considerations and complex processes underlying learners' pragmatic choices in CMC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01