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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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Feedback behaviour and constitution of relationships in intercultural communication: Cultural differences in online interaction (Oliver Klawitter)


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Universidad de Alicante

Feedback behaviour and constitution of relationships in intercultural communication: Cultural differences in online interaction


As markets become more globalized, employers witness a steady increase in staff mobility and closer daily cooperation between employees from different cultural backgrounds. Cross-cultural communication is therefore becoming ever more significant. Consequently, an awareness of cultural differences is of key importance for individuals not only in numerous fields of professional activity such as politics, commerce, education, media and science, but also in one’s private life. According to Busch (2009), these emerging questions on intercultural of intercultural and cross-cultural communication have also garnered increased theoretical and empirical attention in many scientific disciplines in recent decades.

Foreign language learning is one space which both confronts individuals with cultural differences, and offers opportunities to reflect on them. This is especially interesting in the current economic environment, where foreign language learning is proving especially popular. Due to economic weakness, especially in countries with high youth unemployment (comparisons can be found in the Economically Active Population Survey (EAPS), acquiring further qualifications can be necessary to achieve career targets or bridge periods of unemployment.

Workers and jobseekers hope that a constant acquisition of additional skills will enhance their chances on the increasingly globalized labour market. These developments also lead to an increased demand for languages courses.

Interactions with native speakers are of great benefit in learning a foreign...

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