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A Plurilingual Corpus on Telecollaboration in Third Languages


Edited By Claudia Grümpel and Analía Cuadrado Rey

Telecollaboration has been applied in foreign language education for more than two decades. This corpus study on telecollaboration in Third Language Learning has been carried out in institutional (CEFR) and non-institutional settings following the principle of autonomy in the framework of Higher Education implementing online tandems and student recordings in order to analyze discourse patterns. The chapters of this issue are original studies on corpus data of the L3Task project reflecting findings and new research paradigms and instruments that consolidate teaching and research methodology on online tandem practice for third language learning.

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Introduction to a Plurilingual Corpus on Telecollaboration in Third Language Learning (Claudia Grümpel / Analía Cuadrado)


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Universidad de Alicante, Spain

Introduction to a Plurilingual Corpus on Telecollaboration in Third Language Learning

Tandem learning is a language learning activity which involves language exchange and collaboration between two partners who are native speakers of their partner’s target language. Thus, its online equivalent, e-tandem, involves two native speakers of different languages communicating together providing feedback to each other through online communication tools. Telecollaboration was defined by Harris (1998) as an educational endeavor that involves people in different locations using internet tools and resources to work together. It goes back to the pioneering work of the French educationalist Célestin Freinet in the 1920s. E-tandems reached popularity throughout European universities in the early 1990s, especially when foreign language teachers and students gained access to internet on a regular basis (for a review see O’Dowd & Lewis, 2016).

Initially, telecollaboration and computer-assisted language learning (CALL) research focused on online contact, exchange, development of intercultural awareness and intercultural communicative competence (Müller-Hartmann, 2000; O’Dowd, 2003; Ware & Kramsch, 2005). Telecollaboration addressed “internationally-dispersed learners in parallel language classes using internet communication tools such as e-mail, synchronous chat and other forms of electronically mediated communication, … in order to support social interaction, dialogue, debate, and intercultural exchange.” (Belz, 2003, p. 2). This long-distance collaboration extended the scope of learning, from a focus on language learning, to the learning of culture, such as intercultural competence, cultural learning,...

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