An Activity Theory Perspective on Student-Reported Contradictions in International Telecollaboration

Autor/in	Basharina, Olga K.
Titel	An Activity Theory Perspective on Student-Reported Contradictions in International Telecollaboration
Quelle	In: Language Learning & Technology, 11 (2007) 2, S.82-103 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Second Language Learning; Computer Mediated Communication; Foreign Countries; Educational Technology; English (Second Language); Cultural Differences; Intercultural Communication; Student Attitudes; Student Participation; Cooperation; Second Language Instruction; Canada; Japan; Mexico; Russia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Computerkonferenz; Ausland; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Interkulturelle Kommunikation; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Co-operation; Kooperation; Fremdsprachenunterricht; Kanada; Mexiko; Russland
Abstract	This process-oriented study focuses on contradictions that emerged in a WebCT bulletin board collaboration among English learners from Japan, Mexico and Russia, and explains them from the perspective of activity theory (Leont'ev, 1978, 1981; Engestrom, 1987, 1999). The study identified a) two "intra-cultural" contradictions--to post or not to post, to sound formal or informal; b) three "inter-cultural" contradictions--unequal contribution, genre clash/plagiarism, clash of topic choice; and c) three "technology-related" contradictions--message overload as hindering community formation, bulletin board as too "slow" when compared to chat, and names and gender confusion. These contradictions were catalyzed by the clash of curricula versus interactive learning paradigms (Lemke, 1998): the outcomes of different cultures-of-use of computer technologies (Thorne, 2003), instructors' mediation, and resources available to learners within their broader socio-cultural contexts. The study concludes with a discussion of whether the learning paradigms can be bridged and cultures-of-use of computer technologies aligned. (Contains 2 figures, 4 tables and 10 notes.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10