Second Language Use Online and its Integration in Formal Language Learning

Andrew D. Moffat

Description

Uses a quantitative approach to explore the scale of L2 English use online

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.

Figures

Tables

Acknowledgements

Abbreviations

Chapter 1. A Thoroughly Modern Medium

Chapter 2. Situating the Research

Chapter 3. Research Methods

Chapter 4. EL2 CMC Activities and Communicative (Dis)Comfort

Chapter 5. Contexts and Attitudes

Chapter 6. Difficulties Encountered in EL2 CMC Interactions

Chapter 7. Language Online: A Corpus Study

Chapter 8. Towards an Integration of EL2 CMC and Formal Instruction

Chapter 9. Conclusion

References

Appendix A

Appendix B

Index

Sujets

• Natural Language Processing
• Disciplines
• Language Arts
• Teaching
• COMPUTERS
• EDUCATION
• Lettres et linguistique
• Language Acquisition: A Journal of Developmental Linguistics
• Study
• Computer-mediated communication
• Professional
• Autonomy
• Postgraduate education
• E-learning
• Computational linguistics
• Artificial Intelligence
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 06 juillet 2022
• Nombre de lectures: 0
• EAN13: 9781800413641
• Langue: English
• Poids de l'ouvrage: 9 Mo

Extrait

Second Language Use Online and its Integration in Formal Language Learning
SECOND LANGUAGE ACQUISITION
Series Editors : Professor David Singleton, University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Associate Professor Simone E. Pfenninger, University of Salzburg, Austria
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
SECOND LANGUAGE ACQUISITION: 153
Second Language Use Online and its Integration in Formal Language Learning
From Chatroom to Classroom
Andrew D. Moffat
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/MOFFAT3627
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Moffat, Andrew D., author.
Title: Second Language Use Online and its Integration in Formal Language Learning: From Chatroom to Classroom/Andrew D. Moffat.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, [2022] | Series: Second Language Acquisition: 153 | Includes bibliographical references and index. | Summary: “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”—Provided by publisher.
Identifiers: LCCN 2022001042 (print) | LCCN 2022001043 (ebook) | ISBN 9781800413627 (hardback) | ISBN 9781800413641 (epub) | ISBN 9781800413634 (pdf)
Subjects: LCSH: Second language acquisition. | English language—Web-based instruction. | English language—Computer-assisted instruction for foreign speakers. | English language—Study and teaching—Foreign speakers. | Internet in education.
Classification: LCC P118.2 .M64 2022 (print) | LCC P118.2 (ebook) | DDC 401/.93—dc23/eng/20220316
LC record available at https://lccn.loc.gov/2022001042
LC ebook record available at https://lccn.loc.gov/2022001043
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-362-7 (hbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Andrew D. Moffat.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Deanta Global Publishing Services, Chennai, India.
Printed and bound in the UK by the CPI Group Ltd.
Contents
Figures
Tables
Acknowledgements
Abbreviations
1 A Thoroughly Modern Medium
1.1 Aims of the Book
1.2 Focus on Computer-Mediated Communication
1.3 Defining the Object of Study
1.4 Research Gap and Contributions to Knowledge
1.5 Partnership with Cambridge University Press
1.6 Research Questions and Research Design
1.7 Structure of the Book
2 Situating the Research
2.1 Informal Second Language Learning
2.2 L2 English Computer-Mediated Communication
2.3 Complexity in Language Learning
2.4 Activity Theory
2.5 Conclusion
3 Research Methods
3.1 Research Questions
3.2 RQ1 and RQ2: A Survey-Based Approach
3.3 Questionnaire Design
3.4 Piloting and Modifications
3.5 Data Collection and Processing
3.6 Initial Description of the Data
4 EL2 CMC Activities and Communicative (Dis)Comfort
4.1 Language Activities and Language Functions
4.2 Functional Approaches to Language
4.3 Outlining a Functionally Motivated Language Activity
4.4 Affective Barriers to Language Acquisition
4.5 Constructing the Questionnaire
4.6 Comfort with L2 Use Online
4.7 Conclusion
5 Contexts and Attitudes
5.1 Classifying CMC
5.2 Constructing the Questionnaire
5.3 Surveying Socio-Technical Configurations of EL2 CMC Usage
5.4 EL2 CMC and Language Learning: Beliefs and Attitudes
5.5 EL2 CMC, Informal Learning and the Language Classroom
6 Difficulties Encountered in EL2 CMC Interactions
6.1 Survival of the Fittest
6.2 Systemic Contradictions
6.3 Methodology: Constructing this Section of the Questionnaire
6.4 Difficulties of EL2 CMC Reported by L2 English Users
6.5 Quantitative Analysis
6.6 Summary: Difficulties Encountered in EL2 CMC
7 Language Online: A Corpus Study
7.1 Computer-Mediated Discourse Analysis
7.2 Digital Conversation: Speech, Writing or Something Else?
7.3 Corpus Analysis
7.4 Idiosyncratic Use of Common Language Items: Analyzing CANELC
7.5 Non-Standard Typography
7.6 Keywords in CANELC
7.7 Typographic Variation
7.8 Filling in the Gaps: Instant Messaging
7.9 Relating Speech, Writing and CMC
7.10 Conclusion
8 Towards an Integration of EL2 CMC and Formal Instruction
8.1 Why Integrate?
8.2 Goals
8.3 Linked Activity Systems: The Case of Almon
8.4 Incidental Learning and Multiple Motives
8.5 A Macro-Functional Needs Analysis
8.6 A Language Awareness Approach
8.7 Proposed Classroom Methodology: Show and Tell
8.8 Almon Revisited
8.9 Conclusion
9 Conclusion
9.1 Research Questions Revisited
9.2 Contributions
9.3 Limitations
9.4 Future Research Directions
9.5 Closing Remarks
References
Appendix A: Questionnaire
Appendix B: Codebook from Qualitative Analysis
Index
Figures
  2.1  From exposure to acquisition
  2.2  Engeström’s activity system, adapted from Engeström (1987) with permission from Taylor and Francis
  3.1  Distribution of respondents by country of nationality
  3.2  Distribution of respondents by country of location
  3.3  Age distribution of respondents
  3.4  English-level distribution of respondents
  3.5  Classification of respondent location
  4.1  Prioritization of motives among macro-functions
  4.2  Divergent bar chart showing questionnaire responses regarding comfort level
  4.3  English proficiency level distribution across location types
  5.1  Frequency of English use in STCs
  5.2  STCs ranked by ‘Highly Frequent’, following recoding
  5.3  STC frequency mode values. The values 1–4 along the horizontal axis correspond to the frequency categories Unusual, Occasional, Habitual and Highly Frequent respectively
  5.4  Breakdown of STC categories showing sub-groupings
  5.5  Mean frequency of STC use, stratified by age group. The integer values on the vertical axis correspond to the original response options in the questionnaire, in order of ascending frequency: higher values signify increased average frequency
  5.6  Mean frequency of STC use, stratified by English level
  5.7  Mean frequency of STC use, stratified by classification of country of location
  5.8  Overall response distribution to items in Question 26
  5.9  Questionnaire item 26.1 stratified by age
5.10  Questionnaire item 26.1 stratified by English proficiency level
5.11  Questionnaire item 26.2 stratified by classification of country of residence
5.12  Questionnaire item 26.2 stratified by age
5.13  Questionnaire item 26.2 stratified by English proficiency level
5.14  Questionnaire item 26.2 stratified by classification of country of residence
5.15  Questionnaire item 26.3 stratified by age
5.16  Questionnaire item 26.3 stratified by level
5.17  Questionnaire item 26.3 stratified by classification of country of residence
  7.1  Comparing first- and second-person pronoun use
  7.2  Uses of ‘this’ in business email and personal email
  7.3  Distributions of the four senses of ‘just’ in samples of 50 concordance lines in CANELC and across the subcorpora
  7.4  Proportions of the two senses of ‘too’
  7.5  Relative frequency of ‘really’ and ‘very’
  7.6  Response latency model, showing the relationship between different communication types, whether spoken, written or computer mediated. Numbered positions are intended as approximate exemplars of (fictional) instances of communication
  8.1  Almon’s unsuccessful classroom learning activity system
  8.2  Almon’s EL2 CMC activity system, linking to his classroom learning system
  8.3  Almon’s successful classroom learning developing the tools of his EL2 CM