impact of native nonnative speaker interaction through video-web communication slideshare
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Impact of native-nonnative speaker interaction through video-web
communication and Second Life on students’ Intercultural
Communicative Competence
Kristi Jauregi & Silvia Canto
Utrecht UniversityGothenburg, Eurocall 2012
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We present the results of a case study (research in progress) on the added value of implementing networked interaction with expert peers in language courses.
Gothenburg, Eurocall 2012
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Introduction
NIFLAR (2009-2011)
Design & evaluation of innovative e-learning tasks for synchronous oral interaction with experts (NSs) for the development of ICC
2 environments: 3D Virtual worlds and Videocommunication
Gothenburg, Eurocall 2012
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Second Life
Open Sim
Videocommunication Adobe Connect
Virtual worlds
NIFLAR 2009-2011
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Interaction
Social-constructivi
sm
(Vygotsky, 1978)
Social-constructivi
sm
(Vygotsky, 1978)
SLA theories(Mackey & Polio, 2009)
SLA theories(Mackey & Polio, 2009)
with expert peers
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Context
• In a previous study (Canto, Jauregi & Bergh, in
press) it was found:
those students participating in blended learning courses (with opportunities to carry out tasks with NSs through VC or SL) developed more their communicative competence than a control group (who carried out the same tasks in the classroom setting with no NSs).
Gothenburg, Eurocall 2012
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Subjects
3 groups of Spanish (B1) chosen at random:
1. Experimental group VC (N:14)
2. Experimental group SL (N:14)
3. Control group (N: 14)
Carried out 5 interaction tasks during a 7 weeks’ course.
Instruments:- Pre- & post- oral tests were taken and recorded- Oral tests were assessed by 2 independent
raters according to an assessment grid
(CEFR: range, accuracy, fluency, coherence & adequacy)
Previous study: Effects on Communicative Competence
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Interaction effect between condition and pre- and post-tests was found to be significant (F 2, 34 = 5.01; p = .012).
The results show that the difference between pre- and post- oral tests depends on the specific condition. Especially in the SL and VC condition students show on average more progression than in the control condition. Hence, both SL and VWC have an additive effect on students’ test scores.
Pre Post
4
5
6
7
8
Sco
re
C
C
VC
VC
SL
SL
Oral Language Proficiency
Previous study: Effects on Communicative Competence
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Objectives of the present case study (research in progress)
• To study what happens during those interactions: what learning opportunities emerge in NS-NNS interactions through new media as compared to a control group
• To analyse the differences in learning opportunities the different contexts offer
Gothenburg, Eurocall 2012
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Method: case study• 3 groups at random chosen:
1. A videocommunication group: 2 NNs &1 NS
2. A Second Life group: 2 NNSs & 1 NS
3. A Control group: 4 NNSs
• NNSs: students of Spanish (B1 level) from Utrecht University
• NSs: pre-service teachers from the University of Valencia
Gothenburg, Eurocall 2012
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Weekly tasksTasks DescriptionSession 1: Cool people
Students: (1) visit an apartment they are meant to share(2) talk about themselves and exchange cultural information triggered by pictures & (3) choose an outing option (go to the cinema, to a museum or to walk in the city).
Session 2:People & adventure
Participants plan a holiday and reflect on past holiday experiences
Session 3:Movie celebrity people
Participants have to play different roles given the indications of a brief script
Session 4:People with heart
Participants impersonate different characters and experience the reactions caused on others
Session 5: People & cultures
Students participate in a cultural television-game style contest between a Dutch and a Spanish team.
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Interaction analysis
• Time devoted• Language related episodes
(Swain & Lapkin, 1995)
• Interculturally related episodes (Byram, 1997)
-> negotiation of meaning
Gothenburg, Eurocall 2012
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Examples:VC
• VC task 2
Gothenburg, Eurocall 2012
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Examples: SL
SL task 2
Gothenburg, Eurocall 2012
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Examples: C
• Control group, task 2
Gothenburg, Eurocall 2012
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Examples:VC
• VC task 5
Gothenburg, Eurocall 2012
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Examples: SL
• SL task 5
Gothenburg, Eurocall 2012
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Examples: C
• Control group, task 5
Gothenburg, Eurocall 2012
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Results: time + negotiation of meaning
Gothenburg, Eurocall 2012
Group Task duration
Negotiations
Second Life 01:15:01 27
Video communication 01:20:04 23
Control (C) 00:41:00 2
Table 1. Number of negotiations per group – task 2Table 1. Number of negotiations per group – task 2
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Results: time + negotiation of cultural meaning
Gothenburg, Eurocall 2012
Group Task duration
Negotiations
Second Life 01:46:08 26
Video communication 01:05:33 24
Control 00:41:00 12
Table 2. Number of negotiations per group – task 5Table 2. Number of negotiations per group – task 5
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Si ves estas imágenes por la calle, ¿qué piensas que ha pasado? [10]
Example of cultural clarification
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Example of cultural clarification
NNS1: cuando has terminado el instituto/ ¿sí? hay una fiesta y ponemos nuestras mochilas fuera/ con la bandera de Holanda y / y es como una fiesta que todo el mundo sabe que has hmm terminado el instituto bienNS: ¡Ah! ¿y entonces se quedan ahí las mochilas?NNS1 : sí/ fuera/ por dos semanas o así (risasNS: ¡Ah! NNS1: porque es la idea que nunca tenemos que usar la mochila (risas)NS: ¡Ah! ¡qué originales!
NNS1: when you have finished your secondary education / yes? there is a party and we put our rucksacks outside/ with the Dutch flag and / and it is like a party that everybody knows that you have hmm finished your secondary education well NS: Ah! and then the rucksacks stay there? NNS1: yes/ outside/ for two weeks or so (laughter) NS: Ah! NNS1: because the idea is that we don’t have to use the rucksack anymore (laughter) NS: Ah! how original!
Gothenburg, Eurocall 2012
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Differences VC vs SL?
• SL elicited a high degree of rich participation, some triggered by elements of the world. Added value: action.
• The interactions from the VC group (& control group) were characterized by a more descriptive language more limited to the photographs being used. Added value: access to visual information (through webcam).
Gothenburg, Eurocall 2012
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Conclusions
• The learning opportunities offered for SCMC via VC and SL seem to be much richer than those offered by the traditional educational setting (control group)
• This type of environments in addition to providing access to a wide range of interlocutors (including native speakers) may enhance cross-cultural understanding and communicative competence in the target language.
• The electronic medium seems to afford more opportunities for active participation, particularly SL, and provides a forum where participants actively engage in negotiation of meaning.
Gothenburg, Eurocall 2012
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Future research
• Negotiation of topic development
• Pragmatic issues (face)
• Identity negotiation
In further projects: EUROVERSITY & TILA
Gothenburg, Eurocall 2012
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Gothenburg, Eurocall 2012
Thank you for your [email protected]@uu.nl
NIFLAR: www.niflar.eu
EUROVERSITY: www.euroversity.eu
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References• Byram, M. (1997). Teaching and Assessing Intercultural Communicative
Competence. Clevedon: Multilingual Matters. • Canto, S., Jauregi, K. & Bergh, H. v/d (in press). Integrating cross-cultural
interaction through video-communication and virtual worlds in foreign language teaching programs: is there an added value? To be published in January 2013 in ReCALL.
• Mackey, A. & Polio, Ch. (Eds.) (2009). Multiple Perspectives on Interaction. New York: Routledge.
• Swain. M. & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16: 371-91.
• Vygotsky, L.S. (1978). Mind & Society. Cambridge: Mass. Harvard University Press.