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Handbook for Foreign Language Learning in Online Tandems and Educational Settings


Edited By Hermann Funk, Manja Gerlach and Dorothea Spaniel-Weise

This book is about foreign language learning in non-formal Online Tandems. The collected papers by contributors who have expertise in the field of Language Pedagogy and Foreign Language Acquisition gather information on online interactions, such as the initiation of tandems, the mentoring of online activities and learners’ interaction, as well as the assessment of the processes at hand. The handbook targets stakeholders, institutions of higher education, language teachers and tandem trainers at educational institutions that want to set up Online Tandems especially designed for third language learners. The book is the result of the three-year project L3TASK carried out at five universities in Austria (Wien), Germany (Jena) and Spain (Alicante, Barcelona, Madrid) and associated partner institutions in China. It was funded by the European Commission in the frame of the Life Long Learning Programme.

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2.6 Telecollaboration and Use of English between Learners of German and Spanish in an Institutional Context of a Spanish University (Claudia Grümpel / Analía Cuadrado Rey, Pamela Stoll)


Claudia Grümpel, Analía Cuadrado Rey, Pamela StollUniversidad de Alicante

2.6 Telecollaboration and Use of English between Learners of German and Spanish in an Institutional Context of a Spanish University

Abstract: The present study examines the experience of learners of German and Spanish as a Foreign Language from the University of Alicante, Spain and the University of Vienna, Austria, who participated in the L3TASK project. We focus on an institutional context, namely peer-to-peer interactions between learners of German and Spanish within a university program based on the Common European Framework of Reference for Languages (CEFR). Due to significant differences in foreign language learning traditions, we allowed the use of English as a common second language. In this approach English as a lingua franca helps to introduce third language beginner learners to collaborative learning. In this short overview we present samples belonging to the corpus study of L3TASK in German and Spanish considering the CEFR beginner levels A1 and A2 up to the threshold level B, which show speakers’ self-repair, corrective feedback, negotiation of meaning and code-switching.

1 Introduction

According to the EU language learning policy, the ability to understand and communicate in other languages is a basic skill for all European citizens and every European citizen should have meaningful communicative competence in at least two other languages in addition to his or her mother tongue. At the same time, statistical data on language learning in Europe point to the difficulty of...

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