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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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2.8 Interactional Practices of Third Language Learners: Principles and Documentation (Mireia Calvet Creizet / Javier Orduña)


Mireia Calvet Creizet, Javier OrduñaUniversity of Barcelona

2.8 Interactional Practices of Third Language Learners: Principles and Documentation

Abstract: Non-formal Tandem partnerships are one of the two types of online Tandem learning settings researched in the EU-funded project L3TASK. Our contribution aims to lay the ground for the design of a series of schematic mediation tools based on Vygotsky’s cognitive-mediation theory. They are addressed towards participants in non-formal foreign language online Tandem exchanges, Tandem trainers and Tandem tutors. Their main purpose is to facilitate the documentation and the inclusion in portfolio-like assessment instruments of the discursive practices found to be expected in a non-formal learning context. The conceptual backbone of the schemes revolves around some key components of an overall spoken interactional competence as established in the Common European Framwork of Reference for Languages (CEFR) (2001). All examples are taken from NIForMInt_DE-ES (Nicht formale bis InFormelle Mündliche Interaktion Deutsch-Spanisch), a sub-corpus of recorded and transcribed spoken interactions (Grümpel et al. 2014) from non-formal online exchanges between learners of German and Spanish as L3.

1 Introduction: CA-For-Tandem learning

Taking into account the advances achieved in CA-for-SLA1 (Shonerd 1994; Buckwalter 2001; Markee/ Kunitz 2015; González-Lloret 2015), in CA for conversation-for-learning (Kasper/ Kim 2015), in CA for learning in text-based online Tandems (Tudini 2010) and in CA-for-CBL (van Compernolle 2011), it is time to apply and re-define it for learning Third Languages in synchronous voice-based non-formal online Tandem exchanges. Non-formal learning...

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