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Second-language Discourse in the Digital World: Linguistic and social practices in and beyond the networked classroom [Pehme köide]

(San Francisco State University)
  • Formaat: Paperback / softback, 270 pages, kaal: 500 g
  • Sari: Language Learning & Language Teaching 46
  • Ilmumisaeg: 17-Aug-2016
  • Kirjastus: John Benjamins Publishing Co
  • ISBN-10: 9027213356
  • ISBN-13: 9789027213358
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  • Pehme köide
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Second-language Discourse in the Digital World: Linguistic and social practices in and beyond the networked classroomSuurem pilt
  • Formaat: Paperback / softback, 270 pages, kaal: 500 g
  • Sari: Language Learning & Language Teaching 46
  • Ilmumisaeg: 17-Aug-2016
  • Kirjastus: John Benjamins Publishing Co
  • ISBN-10: 9027213356
  • ISBN-13: 9789027213358
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9789027213358.html
Märksõnad:
Second-language Discourse in the Digital World illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they connect with others online. With its rich set of examples from a number of different languages and a variety of digital platforms, in and beyond the classroom, this book provides a structured account of L2 computer-mediated discourse. The book is divided into four sections. Section I considers how new media have changed language learning. Section II is about L2 participation in digital forms and practices in online communities. Sections III centers around L2 linguistic and other semiotic practices, including the use of multimodal and multilingual resources while section IV analyzes social practices to explore how networked L2 users build, maintain and challenge relationships. Written in accessible style, the volume will be an important read to anyone interested in L2 use and learning in Web 2.0.Finalist for the AAAL 2019 book award.
Preface xi
List of Abbreviations
xiii
Chapter 1 Computer-mediated discourse
1(20)
1.1 Communicating in the digital world
1(2)
1.2 Discourse 2.0
3(2)
1.3 Language learning online
5(2)
1.4 Researching L2 digital practice
7(14)
1.4.1 L2 users and L2 learners
7(2)
1.4.2 L2 users and bi-/multilinguals
9(2)
1.4.3 Computer-mediated discourse as social practice
11(10)
Section I Web 2.0, computer-mediated discourse, and second-language learning
Chapter 2 The social web and the social turn
21(12)
2.1 The social web
21(7)
2.1.1 Technology and language teaching
22(1)
2.1.2 Technology in formal language learning
23(2)
2.1.3 Technology in informal language learning
25(1)
2.1.4 Digital practices
26(2)
2.2 The social turn
28(5)
Chapter 3 Analyzing computer-mediated discourse
33(20)
3.1 Pedagogical perspectives on computer-mediated discourse
33(4)
3.1.1 Negotiation of meaning
34(1)
3.1.2 Telecollaboration
35(1)
3.1.3 The online learner
36(1)
3.2 Linguistic perspectives on computer-mediated discourse
37(7)
3.2.1 Focus on the medium
38(1)
3.2.2 Variation within computer-mediated discourse
38(4)
3.2.3 Computer-mediated discourse analysis
42(2)
3.3 Analyzing L2 computer-mediated discourse
44(9)
3.3.1 Multilingual practices
44(2)
3.3.2 Multimodal practices
46(1)
3.3.3 L2 identity
47(1)
3.3.4 Authorship and multiliteracy
48(1)
3.3.5 Reflecting on language learning
49(4)
Section II Digital practices and language learning
Chapter 4 Networked communities
53(16)
4.1 Multilingual resources
54(2)
4.2 Multimodal resources
56(1)
4.3 Networked communities
57(8)
4.3.1 Community and learning
61(1)
4.3.2 Affinity space and learning
62(3)
4.4 The role of language in networked communities
65(4)
Chapter 5 Digital genres
69(18)
5.1 Genre theory
71(2)
5.2 Digital genres and language learning
73(10)
5.2.1 Wikis
75(1)
5.2.2 Blogs
76(1)
5.2.3 Fanfiction
77(1)
5.2.4 Social networking sites (SNSs)
78(2)
5.2.5 Mobile-assisted language learning (MALL)
80(1)
5.2.6 Chat
81(1)
5.2.7 Virtual worlds
82(1)
5.3 Digital genres and networked communities
83(4)
Chapter 6 Language learner agency
87(20)
6.1 Indicators of language learner agency
88(4)
6.2 Expressing and exercising agency
92(10)
6.2.1 Exercising agency in planning, initiating, and self-regulating learning
93(1)
6.2.2 Exercising agency in approaches to learning content
93(2)
6.2.3 Exercising agency through active engagement
95(1)
6.2.3.1 Modifying learning activities
95(1)
6.2.3.2 Resisting rules
96(1)
6.2.3.3 Challenging others
97(1)
6.2.3.4 "Doing teacher"
98(1)
6.2.4 Exercising agency in informal language learning
98(4)
6.3 Agency and learner practices
102(5)
Section III Linguistic and other semiotic resources of networked L2 use
Chapter 7 Indexing the L2 self
107(16)
7.1 The multilingual self
107(3)
7.2 Identity and motivation
110(1)
7.3 The L2 self in formal language education
111(2)
7.4 Indexing L2 identities
113(9)
7.4.1 Identity labels and categories
114(1)
7.4.2 Evaluative stances
115(1)
7.4.3 Linguistic structures and expressions
116(1)
7.4.4 Presupposition and implicatures
117(1)
7.4.5 Multimodality
117(3)
7.4.6 Indexes and identities
120(2)
7.5 The flexible self
122(1)
Chapter 8 Positioning the L2 self
123(18)
8.1 Relational practices
123(2)
8.2 Alignment
125(6)
8.2.1 Convergent alignment
126(2)
8.2.2 Divergent alignment
128(3)
8.3 Computer-mediated communication cues
131(6)
8.3.1 Emoticons
132(2)
8.3.2 Lexical surrogates
134(1)
8.3.3 Nonstandard spelling
134(1)
8.3.4 Nonstandard punctuation
135(2)
8.4 Computer-mediated communication cues, stancemarking, and language learning
137(4)
Chapter 9 Deploying multilingual resources
141(22)
9.1 Language choice and codeswitching
141(3)
9.2 Multilingualism and language teaching
144(2)
9.3 Translanguaging and polylanguaging
146(3)
9.4 Multilingual interaction
149(9)
9.4.1 Macroanalytic approaches
149(2)
9.4.2 Microanalytic approaches
151(1)
9.4.2.1 Ideational function
152(3)
9.4.2.2 Stylistic function
155(1)
9.4.2.3 Affective function
156(1)
9.4.2.4 Interpersonal function
156(1)
9.4.2.5 Indexing a multilingual identity
157(1)
9.5 Multilingual practice and language teaching
158(5)
Section IV Social practices of networked L2 use
Chapter 10 Negotiating for a supportive space
163(16)
10.1 Netiquette
163(1)
10.2 Topic norms
164(2)
10.3 Code norms
166(4)
10.3.1 Requesting L2 corrections
166(1)
10.3.2 Metalingual stancetaking in repair sequences
167(1)
10.3.3 Metalingual stancetaking in nonrepair sequences
168(2)
10.4 Language ideologies
170(6)
10.4.1 Challenging ideologies
171(2)
10.4.2 Doing novice and expert
173(1)
10.4.3 Improvement discourses
173(2)
10.4.4 Situation factors and variation
175(1)
10.5 Empowering L2 users
176(3)
Chapter 11 Grounding for intersubjectivity
179(18)
11.1 Grounding
179(3)
11.2 Digitally mediated intersubjectivity
182(2)
11.3 Intersubjectivity in L2 CMD
184(3)
11.4 Grounding techniques
187(3)
11.5 Grounding criteria
190(5)
11.6 Grounding costs
195(2)
Chapter 12 Playing, joking, and amusing yourself and others
197(18)
12.1 CMD and play
197(4)
12.2 L2 humor and play
201(1)
12.3 Form-based language play
202(2)
12.4 Identity play
204(2)
12.5 Pragmatic play
206(3)
12.6 The social functions of humor, play, and amusement
209(6)
Chapter 13 Talking about language learning
215(16)
13.1 Virtual spaces for expressing agency
215(2)
13.2 Meta-strategies
217(12)
13.2.1 Meta-cognitive strategies: Structuring learning
219(2)
13.2.2 Meta-affective strategies: Managing emotions
221(3)
13.2.3 Meta-sociocultural-interactive strategies: Learner interaction with native speakers
224(5)
13.3 Self-regulation in online communities
229(2)
Chapter 14 L2 CMD and language learning
231(12)
14.1 L2 users' online practices
232(2)
14.1.1 Participating in the L2
232(1)
14.1.2 Talking about the L2
233(1)
14.1.3 Talking about L2 learning
234(1)
14.2 Learner agency and the emergence of an L2 self
234(2)
14.3 L2 use and L2 learning
236(3)
14.4 L2 CMD and educational practice
239(4)
References 243(26)
Index 269