The Interactive Modes of Non-Native Speakers in International Chinese Language Distance Class Discussions: An Analysis of Smiling as a Facial Cue

Autor/in	Sunaoka, Kazuko
Titel	The Interactive Modes of Non-Native Speakers in International Chinese Language Distance Class Discussions: An Analysis of Smiling as a Facial Cue
Quelle	In: Innovation in Language Learning and Teaching, 12 (2018) 1, S.24-34 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2018.1418625
Schlagwörter	Chinese; Distance Education; Native Speakers; Second Language Learning; Second Language Instruction; Intercultural Communication; Mandarin Chinese; Videoconferencing; Foreign Countries; Statistical Analysis; Qualitative Research; Humor; Interpersonal Relationship; Interpersonal Competence; Problem Solving; Student Attitudes; Nonverbal Communication; Computer Mediated Communication; Group Discussion; College Students; Japan (Tokyo); China (Beijing); Taiwan (Taipei) + Suchen Sie Ihr Suchwort? China; Chinesen; Distance study; Distance learning; Fernunterricht; Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; Interkulturelle Kommunikation; Ausland; Statistische Analyse; Qualitative Forschung; Humoristische Darstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Problemlösen; Schülerverhalten; Non-verbal communication; Nonverbale Kommunikation; Computerkonferenz; Gruppendiskussion; Collegestudent
Abstract	The focus of this research is on an international distance discussion class carried out in Chinese between university students in Japan, China and Taiwan using videoconferencing. Smiling was used as an interactional index in an analysis of the archival footage of the recordings of the discussion between native speakers (NS) of Chinese and non-native speakers (NNS). Through quantitative and qualitative analysis, it was possible to identify how the NSs and NNSs participated in the discussion. We analyzed a 70-minute video and the textual materials of a discussion class among 13 students from different countries. Findings revealed that interactions between NS and NNS students gave rise to more smiling and laughter compared to interactions between NS students. Findings also revealed that NNS students are better at creating affinity with other participants, since their laughter events could reflect differences in cultures and in human relationships though these jokes were less novel and less funny than those of NS students. Compared with more traditional class formats, the distance class is better at helping students develop their social, intercultural and problem-solving abilities. However, NS students are more likely to take the initiative in discussions due to their language ability, while the NNS students are less able to express their opinions freely. This research tells us that even though NNS students have disadvantages in terms of their linguistic resources, they make use of both verbal and non-verbal resources to interact with other speakers. Based on our analysis, suggestions for international distance foreign language teaching and research are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01