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A Plurilingual Corpus on Telecollaboration in Third Languages

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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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Interpreting the Notion of “Individual Value” within a multicultural Framework via E-Tandem encounters (Kateryna Kremenchuk / Yan Li)

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KATERYNA KREMENCHUK, YAN LI

Universität Wien

Interpreting the Notion of “Individual Value” within a multicultural Framework via E-Tandem encounters

Introduction

The development of a global society, which is itself a complex process, provides rich opportunities for those who are interested in crossing the borders, not only in a physical sense, but also mentally in order to consider new frameworks. It is important to understand that facing a new framework requires a certain amount of effort. Whoever wants to operate successfully must not only concentrate on incoming information, but also be able to revise his/her own experience, be retrospective as well as prospective and be open to continuous learning. These principles should guide the younger generations in becoming active participants and not mere passive observers in a world where critical thinking is a precondition for constant growth.

Being “sensitive to context”, which is critical thinking, “makes it possible for the students to deal effectively with large portions of information” (Lipman as cited in Lai, 2011, p. 6). In addition, this is part of learning cultural awareness (Li Jin, 2007), as the basis for recognizing differences and defining an individual’s position towards the attitudes, values and traditions of the communities they belong to and cooperate with.

In this light, it is necessary to develop a student-centred approach (Chun, 2014) which enables an active learning process where partners share a mutual goal and are aware that...

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