Fostering Second Language Oral Communication through Constructivist Interaction in Desktop Videoconferencing

Autor/in	Lee, Lina
Titel	Fostering Second Language Oral Communication through Constructivist Interaction in Desktop Videoconferencing
Quelle	In: Foreign Language Annals, 40 (2007) 4, S.635-649 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2007.tb02885.x
Schlagwörter	Constructivism (Learning); Teaching Methods; Speech Communication; Video Technology; Second Language Learning; Oral Language; Speech Skills; Listening Skills; Native Speakers; English (Second Language); College Students; Interviews; Cooperative Learning; Listening Comprehension; Second Language Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Mündliche Leistung; Sprachfertigkeit; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Interviewing; Interviewtechnik; Kooperatives Lernen; Hörverständnis; Fremdsprachenunterricht
Abstract	This article describes a classroom project using one-to-one desktop videoconferencing to enhance the development of second language (1.2) oral skills. Eighteen university students worked collaboratively with expert speakers to complete task-based activities. The author gathered data from video-recording samples, reflections, and oral interviews to report the participants' experiences and examine the potential of desktop videoconferencing to support speaking skills. While this approach is effective in supporting collaborative learning and fostering L2 oral communication, learners with less sophisticated listening skills experienced difficulties comprehending native speakers. Native speakers' linguistic variations, including regionalisms and accents, also affected the degree of the interactivity. This study suggests three essential ingredients to maximize the potential benefits of desktop videoconferencing for language learning: (1) use of carefully designed tasks that engage learners, (2) appropriate selection of linguistic context, and (3) inclusion of sufficient network training. (Contains 7 notes.) (As Provided).
Anmerkungen	American Council on the Teaching of Foreign Languages. 700 South Washington Street Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org; Web site: http://www.actfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10