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.
Compiling plurilingual data on a non-formal online tandem: Cooperativeness required (Javier Orduña / Xiaomeng Wang)
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JAVIER ORDUÑA AND XIAOMENG WANG
Universitat de Barcelona
Compiling plurilingual data on a non-formal online tandem: Cooperativeness required
This chapter is divided into three sections. In section 1, L3Task expectations regarding non-formal tandems are described in the context of the project’s priorities. Non-formal tandems have specific features compared to institutionally-based tandems. In recent years, formal tandems have received much more attention than non-formal tandems as highlighted by Stickler and Emke (2011a, 2011b) and Lai, Zhu and Gong (2015) –for a review see Trinder (2015). Within the L3Task project, non-formal tandems in Chinese adopt their own modality, which has been possible due to a concept of blended tandems beyond the framework of institutional foreign language learning. We will focus on the capabilities of non-formal online tandems to facilitate interaction in a foreign language and fulfilling expectations proper to Lifelong Learning programs. We also summarize the challenges the project has had to face regarding non-formal tandems as a tool in an environment, where the medium’s openness interacts decisively with the participants’ personal engagement. In section 2, results of the corpus-based analysis focusing on specific conversation patterns in non-formal online interactions are presented. New trends in the discussion on (im)politeness (Terkourafi 2011, 2015) turned out to be especially useful as researchers were able to identify conventionalized politeness frames where “phatic markers” helped to signal different interactional trends – “Phatic markers” were analysed as backchanneling markers (Yamahita, 2013). In section...
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