Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy
Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Li, Jinrong [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2013 |
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| Umfang: |
1 Online-Ressource |
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| Übergeordnetes Werk: |
Enthalten in: International journal of computer-assisted language learning and teaching - Hershey, Pa : IGI Global, 2011, 3(2013), 1, Seite 16-32 |
|---|---|
| Übergeordnetes Werk: |
volume:3 ; year:2013 ; number:1 ; pages:16-32 |
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10.4018/ijcallt.2013010102 |
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| 520 | |a Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to otherś views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining studentś learning experiences together with their perceptions of the tasks | ||
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10.4018/ijcallt.2013010102 doi (DE-627)NLEJ251790991 (VZGNL)10.4018/ijcallt.2013010102 DE-627 ger DE-627 rakwb eng Li, Jinrong verfasserin aut Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy 2013 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to otherś views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining studentś learning experiences together with their perceptions of the tasks Academic Literacy Argumentative Discourse Case Study Synchronous Text-Based Computer-Mediated Communication (SCMC) Tasks Enthalten in International journal of computer-assisted language learning and teaching Hershey, Pa : IGI Global, 2011 3(2013), 1, Seite 16-32 Online-Ressource (DE-627)NLEJ244418721 (DE-600)2703066-0 2155-7101 nnns volume:3 year:2013 number:1 pages:16-32 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcallt.2013010102 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcallt.2013010102&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 3 2013 1 16-32 |
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10.4018/ijcallt.2013010102 doi (DE-627)NLEJ251790991 (VZGNL)10.4018/ijcallt.2013010102 DE-627 ger DE-627 rakwb eng Li, Jinrong verfasserin aut Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy 2013 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to otherś views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining studentś learning experiences together with their perceptions of the tasks Academic Literacy Argumentative Discourse Case Study Synchronous Text-Based Computer-Mediated Communication (SCMC) Tasks Enthalten in International journal of computer-assisted language learning and teaching Hershey, Pa : IGI Global, 2011 3(2013), 1, Seite 16-32 Online-Ressource (DE-627)NLEJ244418721 (DE-600)2703066-0 2155-7101 nnns volume:3 year:2013 number:1 pages:16-32 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcallt.2013010102 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcallt.2013010102&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 3 2013 1 16-32 |
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10.4018/ijcallt.2013010102 doi (DE-627)NLEJ251790991 (VZGNL)10.4018/ijcallt.2013010102 DE-627 ger DE-627 rakwb eng Li, Jinrong verfasserin aut Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy 2013 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to otherś views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining studentś learning experiences together with their perceptions of the tasks Academic Literacy Argumentative Discourse Case Study Synchronous Text-Based Computer-Mediated Communication (SCMC) Tasks Enthalten in International journal of computer-assisted language learning and teaching Hershey, Pa : IGI Global, 2011 3(2013), 1, Seite 16-32 Online-Ressource (DE-627)NLEJ244418721 (DE-600)2703066-0 2155-7101 nnns volume:3 year:2013 number:1 pages:16-32 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcallt.2013010102 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijcallt.2013010102&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 3 2013 1 16-32 |
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Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to otherś views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining studentś learning experiences together with their perceptions of the tasks |
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Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to otherś views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining studentś learning experiences together with their perceptions of the tasks |
| abstract_unstemmed |
Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to otherś views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining studentś learning experiences together with their perceptions of the tasks |
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10.4018/ijcallt.2013010102 |
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