KFU. Card publication. What Can We Do to Talk More : Analysing Language Learners Online Interaction

KAZAN
FEDERAL UNIVERSITY

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WHAT CAN WE DO TO TALK MORE : ANALYSING LANGUAGE LEARNERS ONLINE INTERACTION

Form of presentation

Articles in international journals and collections

Year of publication

2018

Язык

английский

Authors, employees of KFU

Davitova Nuriya Rustemovna, author

Bibliographic description in the original language

DAVITOVA, Nuriya & Dooly, Melinda. (2018). 'What Can We Do to Talk More : Analysing Language Learners Online Interaction. Hacettepe University Journal of Education. 33. 1-23. 10.16986/HUJE.2018038804.

Annotation

Hacettepe University Journal of Education (HUJE)

Keywords

telecollaboration, technology, English as a Foreign Language (EFL), Conversation Analysis (CA), social semiotics

The name of the journal

Hacettepe University Journal of Education (HUJE)

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=199219&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Davitova Nuriya Rustemovna	ru_RU
dc.date.accessioned	2018-01-01T00:00:00Z	ru_RU
dc.date.available	2018-01-01T00:00:00Z	ru_RU
dc.date.issued	2018	ru_RU
dc.identifier.citation	DAVITOVA, Nuriya & Dooly, Melinda. (2018). 'What Can We Do to Talk More : Analysing Language Learners Online Interaction. Hacettepe University Journal of Education. 33. 1-23. 10.16986/HUJE.2018038804.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=199219&p_lang=2	ru_RU
dc.description.abstract	Hacettepe University Journal of Education (HUJE)	ru_RU
dc.description.abstract	Previous studies have pointed out the need to consider carefully how digital tools are presented in schools to ensure their use meets authentic needs for today's knowledge society. This implies that learning tasks should be planned so students' practice with technological and digital resources such as videoconferencing and text chats resembles potential communicative situations they may face outside the classroom. Along these lines, this article analyses a 44-minute Skype videoconferencing session involving two small groups of middle school students who are studying English as a Foreign Language (EFL). The data come from a wider-scale telecollaborative project between two classes, one in Sweden and another in Spain, in which the students had to collaborate on a public awareness raising initiative regarding the Syrian refugee crisis. Applying a multimodal Conversation Analysis (CA) approach, the study aims to 'unpack' the complexity of the multiple resources used by the participants during the interaction. In particular, the article focuses on how the learners use multiple resources to creatively mediate their communication and to resolve problems that emerge during their interaction in the foreign language. The findings of the analysis can help identify key foci for task design in similar online foreign language learning settings.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	telecollaboration	ru_RU
dc.subject	technology	ru_RU
dc.subject	English as a Foreign Language (EFL)	ru_RU
dc.subject	Conversation Analysis (CA)	ru_RU
dc.subject	social semiotics	ru_RU
dc.title	What Can We Do to Talk More : Analysing Language Learners Online Interaction	ru_RU
dc.type	Articles in international journals and collections	ru_RU