N97C0006 Tracy

1
Interactional Features of Synchronous
Computer-Mediated Communication in the
Intermediate L2 Class A Sociocultural Case
Study

• N97C0006 Tracy

2
Introduction

• Synchronous CMC in the CALL literature
• I. Beauvois (1997) the origin of the use of
  SCMC
• II. Bruce, Kreeft Peyton, and Baston (1993)
  Daedalus Interchange
• III. Kelm (1992) the L2 learning context
• IV. Kern (1995) further development
• V. Warshauer (1996, 1999)
• VI. Bump (1990), Kern(1995), Salaberry(1997)

3
Introduction

• Sociocultural Theory-Vygotsky
• I. Sociocultural theory operates on the
  assumption that human cognitive development is
  highly dependent upon the social context which it
  takes place.
• II. Sociocultural theory emphasizes that the
  locus of learning is not exclusively within the
  individuals mind but is a product of social
  interaction with other individuals.
• III. Vygotsky was interested in the development
  of language in relation to thought distinguished
  between lower mental functions and higher
  cultural functions.

4
Introduction

• Mediation and the Use of Tools
• I. The individual must make use of psychological
  tools
• for transformation from lower to higher mental
  functions.
• II. Mediation is an active process that involves
  the
• potential of cultural tools, as well as the
  unique use of
• such tools, to shape human action.
• III. The boom of the computer as a
  cultural/psychological
• tool in recent years lends support to
  Vygotskys thesis.
• IV. DonatoMcCormick(1994)
• V. Meskill(1999)

5
Introduction

• Intersubjectivity
• I. Rommetveit(1974,1985)
• II. Wertsch(1991)
• III. Habermas(1998)
• IV.Schegloff(1992)
• V. Anton and DiCamilla(1998)

6
Research Question

• ?What are some outstanding interactional
• features in chat among learners and the
• teacher?

7
Method

• Case study
• ? Participants
• 33 learners and the teacher of two intact
  fourth-semester Spanish classes at the University
  of Pittsburgh.

8
Method

• ? Method
• 1. The learners were asked to select a pseudonym.
• 2. The learners in each class were divided into
  four groups.
• 3. The learners were given a handout.
• 4. The instructor sat at the head of the lab,
  circulating among the four chat rooms.

9

• ? Data Analysis
• Method
• Discourse Analysis
• Data reduction
• Selective coding
• Start-up list

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• ? Findings
• 1. Intersubjectivity
• 2. Off-Task Discussion
• 3. Social Cohesiveness
• 4. Greeting and Leave-taking
• 5. Use of Humor
• 6. Identity/Role play
• 7. Sarcasm/Insults
• 8. Use of English

11
Conclusion

• The learners used L2 in the chat rooms for
  solidarity, enjoyment and sociolinguistic
  competence.
• The sociocultural theoretical framework is a
  robust paradigm.
• The study supports Vygotskys theory.