Reversal of Participation Roles in NS-NNS Synchronous Telecollaboration
DOI:
https://doi.org/10.1558/cj.30810Keywords:
Synchronous computer-mediated communication, second language acquisition, task-based language learning, telecollaborationAbstract
In this article we investigate data from digital interactions between native speaker (NS) and non-native speaker (NNS) dyads of English during synchronous computermediated communication. As opposed to most studies into the NS–NNS interface, we reversed the expert-learner participant roles: during the task performance, the NS was the (cultural) learner and the NNS the expert. Our aim was to observe the influence of these reversed participant categories on participant behavior and task performance, i.e., to see if NNS behavior as described in earlier studies also applies to the NSs in a similar apprentice position during a cross-cultural exchange, and vice versa. We found that, in both video calls and written chats, the NSs and NNSs behave in a similar manner when cast in both apprentice and learner roles. We conclude that, in task design and telecollaboration practice, the situated identities of the participants should be taken into account.References
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Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–968. https://doi.org/10.1037/0003-066X.41.9.954
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Schiffrin, D. (1987). Discourse markers. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511611841
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Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), 38–57. https://doi.org/10.1111/1540-4781.00177
Vandergriff, I. (2013). “My major is English, belive it or not:)”—Participant orientations in nonnative/native text chat. CALICO Journal, 30(3), 393–409. https://doi.org/10.11139/cj.30.3.393-409
Vandergriff, I. (2016). Second language discourse in the digital world: Linguistic and social practices in and beyond the networked classroom. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.46
Van der Zwaard, R., & Bannink, A. (2014). Video call or chat? Negotiation of meaning and issues of face in telecollaboration. System, 44, 137–148. https://doi.org/10.1016/j.system.2014.03.007
Van der Zwaard, R., & Bannink, A. (2016). Nonoccurrence of negotiation of meaning in task?based synchronous computer?mediated communication. The Modern Language Journal, 100(3), 625–640. https://doi.org/10.1111/modl.12341
Varonis, E. M., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71–90. https://doi.org/10.1093/applin/6.1.71
Yamaha, M., & Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives? Computer Assisted Language Learning, 20(1), 37–65. https://doi.org/10.1080/09588220601118503
Anderson, W., & Corbett, J. (2013). Shaping intercultural competence? Creating a virtual space for the development of intercultural communicative competence. In F. Sharifian & M. Jamarani (Eds.), Language and intercultural communication in the new era (pp. 99–115). New York: Routledge.
Aston, G. (1986). Trouble-shooting in interaction with learners: The more the merrier? Applied Linguistics, 7(2), 128–143. https://doi.org/10.1093/applin/7.2.128
Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage (Vol. 4). Cambridge: Cambridge University Press.
Byrnes, H. (2012). Advanced language proficiency. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 506–521). New York: Routledge.
Chiaro, D. (2006). The language of jokes: Analyzing verbal play. London: Routledge.
Chouliaraki, L., & Fairclough, N. (1999). Discourse in late modernity (Vol. 2). Edinburgh: Edinburgh University Press.
Davies, A. (2013). Native speakers and native users: Loss and gain. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139022316
Dörnyei, Z. (2009). The L2 motivational self system. Motivation, Language Identity and the L2 Self, 36(3), 9–11.
Dorr-Bremme, D. (1990). Contextualization cues in the classroom: Discourse regulation and social control functions. Language in Society, 19(3), 379–402. https://doi.org/10.1017/S0047404500014561
Eckerth, J. (2009). Negotiated interaction in the L2 classroom. Language Teaching, 42(1), 109–130. https://doi.org/10.1017/S0261444808005442
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285–300. https://doi.org/10.1111/j.1540-4781.1997.tb05480.x
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19(1), 1–23. https://doi.org/10.1093/applin/19.1.1
Foster, P., & Ohta, A. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402–430. https://doi.org/10.1093/applin/ami014
Fry, W. (2011). Sweet madness: A study of humor. New Brunswick, NJ: Transaction Publishers.
Gebhard, M. (2005). School reform, hybrid discourses, and second language literacies. Tesol Quarterly, 39(2), 187–210. https://doi.org/10.2307/3588308
Goffman, E. (1981). Forms of talk. Philadelphia, PA: University of Pennsylvania Press.
Hauser, E. K. (2003). “Corrective recasts” and other-correction of language form in interaction among native and non-native speakers of English: the application of conversation analysis to second language acquisition (Unpublished doctoral dissertation). University of Hawai’i at M?noa.
Hay, J. (2001). The pragmatics of humor support. Humor, 14(1), 55–82. https://doi.org/10.1515/humr.14.1.55
Hymes, D. (1961). On typology of cognitive styles in language. Anthropological Linguistics, 3(1), 22–54.
Kasper, G. (2004). Participant orientations in German conversation?for?learning. The Modern Language Journal, 88(4), 551–567. https://doi.org/10.1111/j.0026-7902.2004.t01-18-.x
Kehrwald, B. (2008). Understanding social presence in text?based online learning environments. Distance Education, 29(1), 89–106. https://doi.org/10.1080/01587910802004860
Kern, R., & Liddicoat, A. J. (2008). De l’apprenant au locuteur/acteur. In C. Kramsch, D. Lévy, & G. Zarate (Eds.), Précis de plurilinguisme et du pluriculturalisme (pp. 27–65). Paris: Éditions des archives contemporaines.
Ko, C. J. (2012). A case study of language learners’ social presence in synchronous CMC. ReCALL, 24(1), 66–84. https://doi.org/10.1017/S0958344011000292
Koole, T. (2010). Displays of epistemic access: Student responses to teacher explanations. Research on Language and Social Interaction, 43(2), 183–209. https://doi.org/10.1080/08351811003737846
Liddicoat, A., & Tudini, V. (2013). Expert-novice orientations: Native-speaker power and the didactic voice in online intercultural interaction. In F. Sharifian & M. Jamarani (Eds.), Language and intercultural communication in the new era (pp. 181–198). New York: Routledge.
Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141. https://doi.org/10.1093/applin/4.2.126
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–968. https://doi.org/10.1037/0003-066X.41.9.954
Miller, R. (1992). The nature and severity of self-reported embarrassing circumstances. Personality and Social Psychology Bulletin, 18(2), 190–198. https://doi.org/10.1177/0146167292182010
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493–527. https://doi.org/10.1111/j.1467-1770.1994.tb01115.x
Raphaelson-West, D. (1989). On the feasibility and strategies of translating humour. Meta: Journal des traducteurs/Meta: Translators’ Journal, 34(1), 128–141. https://doi.org/10.7202/003913ar
Schegloff, E., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53(2), 361–382. https://doi.org/10.1353/lan.1977.0041
Schiffrin, D. (1987). Discourse markers. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511611841
Scollon, R., & Scollon, S. (2001). Discourse and intercultural communication. In: D. Schiffrin, D. Tannen, & H. Hamilton (Eds.), The handbook of discourse analysis (pp. 537–547). Oxford: Blackwell.
Slimani-Rolls, A. (2005). Rethinking task-based language learning: What we can learn from the learners. Language Teaching Research, 9(2), 195–218. https://doi.org/10.1191/1362168805lr163oa
Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), 38–57. https://doi.org/10.1111/1540-4781.00177
Vandergriff, I. (2013). “My major is English, belive it or not:)”—Participant orientations in nonnative/native text chat. CALICO Journal, 30(3), 393–409. https://doi.org/10.11139/cj.30.3.393-409
Vandergriff, I. (2016). Second language discourse in the digital world: Linguistic and social practices in and beyond the networked classroom. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.46
Van der Zwaard, R., & Bannink, A. (2014). Video call or chat? Negotiation of meaning and issues of face in telecollaboration. System, 44, 137–148. https://doi.org/10.1016/j.system.2014.03.007
Van der Zwaard, R., & Bannink, A. (2016). Nonoccurrence of negotiation of meaning in task?based synchronous computer?mediated communication. The Modern Language Journal, 100(3), 625–640. https://doi.org/10.1111/modl.12341
Varonis, E. M., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71–90. https://doi.org/10.1093/applin/6.1.71
Yamaha, M., & Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives? Computer Assisted Language Learning, 20(1), 37–65. https://doi.org/10.1080/09588220601118503
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2018-05-15
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van der Zwaard, R., & Bannink, A. (2018). Reversal of Participation Roles in NS-NNS Synchronous Telecollaboration. CALICO Journal, 35(2), 162-181. https://doi.org/10.1558/cj.30810
