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.
Interactional uses of repair by Third Language learners (German and Spanish) in a non-formal online tandem as a plurilingual site of learning: a corpus-based study (Mireia Calvet Creizet / Javier Orduña)
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MIREIA CALVET CREIZET, JAVIER ORDUÑA
Universitat de Barcelona
Interactional uses of repair by Third Language learners (German and Spanish) in a non-formal online tandem as a plurilingual site of learning: a corpus-based study
1. Online non-formal learning exchanges as an open learning context
In the context of the L3Task-project, researchers and practitioners from universities belonging to Spanish and German-speaking regions foster the creation of online tandems with Foreign Language Institutions of Tertiary Education in the Chinese provinces of Hunan, Shanghai, Tianjin, and Beijing. At the time of publication of this chapter, up to 400 tandem partnerships representing the language combinations Spanish-German, Spanish-Chinese, and German-Chinese had been set up. The chosen format for these exchanges was online conversation through audio conferencing, a scaled down version of teletandem, originally based on videoconferencing (Telles, 2015).
The interactions (CEFRL, 2001, § 18.104.22.168) recorded and analysed in the framework of L3Task, go through modality changes over a continuum ranging from formal to non-formal tandems, including informal encounters sometimes referred to as “wild” (Wolff, 2015). Lifelong Learning approaches to plurilingual foreign language learning can operate along this continuum, since interfaces of exchange may emerge in institutionalized contexts (in-class, out-class and beyond the classroom), at the workplace or during leisure time.
The data recorded belonged to the non-formal spectrum of the continuum. Therefore, from the macro-organization perspective, recorded data was quite homogeneous. Interactions were based on an agreement ← 41 | 42 → between...
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