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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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Autonomous learning in e-tandems: the role of the tutor and its relationship with the task-based approach (Germán Ruipérez / José Carlos García-Cabrero)


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Universidad Nacional de Educación a Distancia, UNED

Autonomous learning in e-tandems: the role of the tutor and its relationship with the task-based approach


One of the oldest foreign language learning methods is the one based on interaction between two people with different native tongues. Today, this is usually called “learning in tandem”1: an individual learns a foreign language that is the native tongue of his/her partner, who, therefore, acts as a model speaker of that native language. In our opinion, a linguistic tandem should always take place between equals, unlike a teacher-pupil relationship. Consequently, and also given the pairs’ usually heterogeneous natures, participants are not obliged to provide linguistic explanations or assess their partner’s learning progress (Thorne, 2006, p.8). During interactions, the communicative function clearly takes precedence over correction, though native speakers can, of course, correct what their partners say at any time by providing the feedback they need to progress in their learning, but always informally and often implicitly (Brammerts, 2006). The idea is to see the mistake as an opportunity to learn. This way of proceeding requires the tandem to agree on how interactions take place regarding time, content, feedback, etc. (Canga Alonso, 2012, p.233).

Working in tandem not only develops linguistic competences. For example, intercultural competence, through the pair’s cultural baggage, also ← 89 | 90 → constitutes a central element of the interaction....

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