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Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions

Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions

Ana Oskoz, Ana Gimeno-Sanz, Ana Sevilla-Pavón
Copyright: © 2018 |Pages: 21
ISBN13: 9781522541547|ISBN10: 1522541543|EISBN13: 9781522541554
DOI: 10.4018/978-1-5225-4154-7.ch008
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MLA

Oskoz, Ana, et al. "Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions." Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments, edited by Birthe Mousten, et al., IGI Global, 2018, pp. 200-220. https://doi.org/10.4018/978-1-5225-4154-7.ch008

APA

Oskoz, A., Gimeno-Sanz, A., & Sevilla-Pavón, A. (2018). Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions. In B. Mousten, S. Vandepitte, E. Arnó, & B. Maylath (Eds.), Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments (pp. 200-220). IGI Global. https://doi.org/10.4018/978-1-5225-4154-7.ch008

Chicago

Oskoz, Ana, Ana Gimeno-Sanz, and Ana Sevilla-Pavón. "Examining L2 Learners' Use of Engagement Strategies in Telecollaborative Written Interactions." In Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments, edited by Birthe Mousten, et al., 200-220. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4154-7.ch008

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Abstract

Based on an intercultural telecollaboration project between two universities from either side of the Atlantic Ocean, this chapter analyzes written discourse produced by advanced learners of Spanish as a foreign language and higher intermediate learners of English as a foreign language in order to explore how second-language learners negotiate their ideological positions, create new knowledge, and build their arguments when discussing their first culture (C1) and second culture (C2) in telecollaborative written asynchronous interactions. Two research questions are addressed: a) the extent to which learners engage in a dialogic activity in online forums when discussing their C1 and C2, and b) the ways in which L2 learners use expanding and contracting discourse strategies to develop arguments about C1 and C2 in telecollaborative written asynchronous interactions. The model used in order to analyze the input is based on Engagement, a discourse-semantic subsystem of the appraisal framework.

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