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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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Graded Reading and Telecollaboration in German as a Foreign Language (Claudia Grümpel / Analía Cuadrado / Claudia Peter)


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Universidad de Alicante

Graded Reading and Telecollaboration in German as a Foreign Language


Although foreign language teaching has changed in the last decade and digital skills are required by teachers and learners, reading in a foreign language still represents a challenge for learners. Telecollaboration offers new possibilities for communication with a great potential for intercultural language learning. Exposure to foreign language learning is the key to effective language learning. Students learn to deal with a variety of text types and by engaging with literature, students learn to deal with a variety of text types and develop comprehension strategies for understanding by engaging with literature. At the same time, in the context of language lessons, students learn how to gradually gain access to the foreign language. Therefore, this approach includes reading in the context of foreign language learning and telecollaboration as a methodology.

1.  Task-based Reading

Activities such as task-based reading, video reviews, and storytelling in a face-to-face encounter between two students in a telecollaboration context enhance learners’ receptive and productive skills. A good text choice is vital to ensure that learners feel motivated, that they enjoy reading and avoid negative emotions such as fear, frustration and shyness. Graded readers meet the needs by maximising reading opportunities in a graduated and accessible way, because students are dealing with short texts, especially ← 159 | 160 → written or adapted...

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