Pragmatic Development through Blogs: A Longitudinal Study of Telecollaboration and Language Socialization

Pragmatic Development through Blogs: A Longitudinal Study of Telecollaboration and Language Socialization

Noriko Ishihara (Hosei University, Japan) and Yumi Takamiya (Gettysburg College, USA)
DOI: 10.4018/978-1-4666-6174-5.ch007
OnDemand PDF Download:
$30.00
List Price: $37.50

Abstract

In the acquisition of pragmatic competence, technology-mediated telecollaboration can be a crucial advantage as learners can be socialized into the pragmatic strategies of expert language users in a dynamic interactive context. This chapter focuses on the pragmatic development of three foreign language learners of Japanese over 16-21 months as they blogged with Japanese learners of English in Japan before and after studying in Japan. The blog-mediated learning was provided in conjunction with face-to-face instruction, and the learners' sense of community expanded through the study abroad experience as well as the blog-based telecollaboration. The learners' pragmatic development observable in their blog posts included their use of address terms, gendered sentence-final particles, a regional dialect, emoticons, and style shifting between the clause-final desu/masu and plain forms. The findings indicate that learners' pragmatic language choices can be interpreted in relation to their language socialization and agentive negotiation of emerging multiple identities.
Chapter Preview
Top

Background

Computer-mediated communication (CMC) is increasingly viewed as an influential resource with which to facilitate various aspects of language learning. Peer interaction through CMC can facilitate the negotiation of meaning, stimulate learner motivation, enhance autonomy, and promote the construction of bilingual identities (Freiermuth & Huang, 2012; Lam, 2004; Lee, 2011; Smith & Craig, 2013). As opposed to the traditional view of learning that positions learners as passive recipients of knowledge, CMC can construct learners as knowledge creators in the process of social learning (de Andrés Martínez, 2012; Guarda, 2012).

Complete Chapter List

Search this Book:
Reset