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E-raamat: Second Language Use Online and its Integration in Formal Language Learning: From Chatroom to Classroom

  • Formaat: 240 pages
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 06-Jul-2022
  • Kirjastus: Multilingual Matters
  • Keel: eng
  • ISBN-13: 9781800413641
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Second Language Use Online and its Integration in Formal Language Learning: From Chatroom to ClassroomSuurem pilt
  • Formaat: 240 pages
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 06-Jul-2022
  • Kirjastus: Multilingual Matters
  • Keel: eng
  • ISBN-13: 9781800413641
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"This book addresses questions surrounding online second language (L2) communicative activities and formal language learning. It provides empirical evidence and analysis of the scale and nature of L2 English communicative activities online and explores the possibilities for language teaching practices that engage with learners' L2 online activities"--

This book addresses questions surrounding online second language (L2) communicative activities and formal language learning. It provides empirical evidence and analysis of the scale and nature of L2 English communicative activities online and explores the possibilities for language teaching practices that engage with learners’ L2 online activities.



This book explores the relationship between online second language (L2) communicative activities and formal language learning. It provides empirical evidence of the scale of L2 English use online, investigating the forms most commonly used, the activities likely to cause discomfort and the challenges experienced by users, and takes a critical approach to the nature of language online beyond the paradigms of ‘written’ versus ‘spoken’. The author explores the possibilities for language teaching practices that engage with and integrate learners’ L2 English online use, not only to support it but to use it as input for classroom learning and to enhance and exploit its incidental learning outcomes. This book will be of interest to postgraduate students and researchers interested in computer-mediated communication, online discourse and Activity Theory, while language teachers will find the practical ideas for lesson content invaluable as they strive to create a successful language learning community.

Arvustused

Research-based, yet practitioner-friendly, Andrew Moffats stimulating book takes the educator on a journey into L2 English-users informal practices online and examines how these affect their language learning and proficiency. Addressing many of the sticky issues related to intentionality and awareness in informal learning, his extensive survey data and corpus analysis give unprecedented empirical solidity to study in this field. * Denyze Toffoli, Université Toulouse III - Paul Sabatier, France * Grounded in an extensive body of data, this book comprehensively explores the computer-mediated communications-based activities of English learners, including the difficulties they face and the ways in which language teaching practices can support such online activities. This book offers valuable insights for both researchers and practitioners engaging in L2 English online activities. * Miho Inaba, Cardiff University, UK * In this important and timely book, Moffat shines a spotlight on how students of English worldwide are using the language online. This is a phenomenon that English teachers cannot ignore, and Moffat offers a practical model for integrating this online activity with their classroom work, to enhance motivation and maximise learning. * Martin Lamb, University of Leeds, UK * ...this is an exceptionally well-written, clearly structured book, with invaluable findings and detailed explanations and justification of research methods, something that postgraduate researchers may particularly appreciate. * Charikleia Triantafyllidou, University of Cambridge, UK, LINGUIST List 34.622 *

Muu info

Uses a quantitative approach to explore the scale of L2 English use online
Figures
ix
Tables
xi
Acknowledgements xiii
Abbreviations xv
1 A Thoroughly Modern Medium
1(8)
1.1 Aims of the Book
2(1)
1.2 Focus on Computer-Mediated Communication
2(1)
1.3 Defining the Object of Study
3(2)
1.4 Research Gap and Contributions to Knowledge
5(1)
1.5 Partnership with Cambridge University Press
6(1)
1.6 Research Questions and Research Design
6(1)
1.7 Structure of the Book
7(2)
2 Situating the Research
9(26)
2.1 Informal Second Language Learning
9(9)
2.2 L2 English Computer-Mediated Communication
18(10)
2.3 Complexity in Language Learning
28(2)
2.4 Activity Theory
30(3)
2.5 Conclusion
33(2)
3 Research Methods
35(12)
3.1 Research Questions
36(1)
3.2 RQ1 and RQ2: A Survey-Based Approach
37(1)
3.3 Questionnaire Design
38(2)
3.4 Piloting and Modifications
40(1)
3.5 Data Collection and Processing
40(1)
3.6 Initial Description of the Data
41(6)
4 EL2 CMC Activities and Communicative (Dis)Comfort
47(18)
4.1 Language Activities and Language Functions
47(1)
4.2 Functional Approaches to Language
48(1)
4.3 Outlining a Functionally Motivated Language Activity
49(2)
4.4 Affective Barriers to Language Acquisition
51(1)
4.5 Constructing the Questionnaire
51(3)
4.6 Comfort with L2 Use Online
54(10)
4.7 Conclusion
64(1)
5 Contexts and Attitudes
65(25)
5.1 Classifying CMC
66(3)
5.2 Constructing the Questionnaire
69(5)
5.3 Surveying Socio-Technical Configurations of EL2 CMC Usage
74(8)
5.4 EL2 CMC and Language Learning: Beliefs and Attitudes
82(6)
5.5 EL2 CMC, Informal Learning and the Language Classroom
88(2)
6 Difficulties Encountered in EL2 CMC Interactions
90(26)
6.1 Survival of the Fittest
90(1)
6.2 Systemic Contradictions
91(1)
6.3 Methodology: Constructing this Section of the Questionnaire
91(2)
6.4 Difficulties of EL2 CMC Reported by L2 English Users
93(13)
6.5 Quantitative Analysis
106(8)
6.6 Summary: Difficulties Encountered in EL2 CMC
114(2)
7 Language Online: A Corpus Study
116(43)
7.1 Computer-Mediated Discourse Analysis
117(1)
7.2 Digital Conversation: Speech, Writing or Something Else?
117(5)
7.3 Corpus Analysis
122(5)
7.4 Idiosyncratic Use of Common Language Items: Analyzing CANELC
127(1)
7.5 Non-Standard Typography
128(1)
7.6 Keywords in CANELC
128(17)
7.7 Typographic Variation
145(8)
7.8 Filling in the Gaps: Instant Messaging
153(1)
7.9 Relating Speech, Writing and CMC
154(3)
7.10 Conclusion
157(2)
8 Towards an Integration of EL2 CMC and Formal Instruction
159(29)
8.1 Why Integrate?
160(1)
8.2 Goals
161(1)
8.3 Linked Activity Systems: The Case of Almon
162(5)
8.4 Incidental Learning and Multiple Motives
167(3)
8.5 A Macro-Functional Needs Analysis
170(5)
8.6 A Language Awareness Approach
175(4)
8.7 Proposed Classroom Methodology: Show and Tell
179(6)
8.8 Almon Revisited
185(1)
8.9 Conclusion
186(2)
9 Conclusion
188(8)
9.1 Research Questions Revisited
188(3)
9.2 Contributions
191(1)
9.3 Limitations
192(1)
9.4 Future Research Directions
193(1)
9.5 Closing Remarks
194(2)
References 196(11)
Appendix A Questionnaire 207(8)
Appendix B Codebook from Qualitative Analysis 215(6)
Index 221
Andrew D. Moffat is a Postdoctoral Research Fellow at the University of Michigan, USA. He obtained his PhD from the University of Nottingham following a decade spent teaching English as a Second Language, and his research interests include language learning, education, sociocultural theory and corpus linguistics.
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