Engagement and Attitude in Telecollaboration: Topic and Cultural Background Effects

Autor/inn/en	Oskoz, Ana; Gimeno-Sanz, Ana
Titel	Engagement and Attitude in Telecollaboration: Topic and Cultural Background Effects
Quelle	In: Language Learning & Technology, 23 (2019) 3, S.136-160 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Second Language Learning; Second Language Instruction; Computer Mediated Communication; Student Attitudes; Immigration; Nationalism; Patriotism; Foreign Countries; Cross Cultural Studies; Intercultural Communication; Content Analysis; Semantics; Discourse Analysis; Spanish; Language Variation; English (Second Language); Cultural Differences; Undergraduate Students; Communication Skills; Language Proficiency; Cultural Background; Cultural Awareness; Asynchronous Communication; Communication Strategies; Language Styles; Spain; United States + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Schülerverhalten; Nationalismus; Patriotismus; Ausland; Cultural comparison; Kulturvergleich; Interkulturelle Kommunikation; Inhaltsanalyse; Semantik; Diskursanalyse; Spanisch; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Kommunikationsstil; Language skill; Language skills; Sprachkompetenz; Cultural identity; Kulturelle Identität; Kommunikationsstrategie; Sprachstil; Spanien; USA
Abstract	This study examines the linguistic resources by which foreign language (L2) learners express their ideological positions in online discussions taking place in a telecollaborative encounter during one semester. More specifically, the study attempts to decipher how L2 learners discuss and argue their points of view regarding their first culture, their second culture, and the topic in general, depending on the issue under discussion (immigration and nationalism or patriotism) and to the country where the learners were based (US or Spain). Twenty-four learners, organized into six groups, each with two students from the US and two from Spain, participated in three online forums. For the analysis, learners' postings were subjected to quantitative and qualitative content analysis applying two discourse-semantic subsystems of the Appraisal framework, Engagement--the linguistic resources used to reflect the writer's position and willingness to recognize alternative positions--and Attitude--the linguistic resources used to indicate positive or negative assessment of people, places, things, and states of affairs. This study concludes that there were clear differences in the discursive styles between both sets of learners and topics. Overall, for instance, the learners employed more monoglossic statements when discussing nationalism or patriotism rather than immigration and Spain-based learners made more use of judgment markers than their US-based counterparts did. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01