Динамика на компютърно базираната комуникация във взаимодействието по двойки
съвместната работа преди писането в английския като чужд език
Ключови думи :
компютърно базирана комуникация, английски като чужд език, процес на писане, съвместна работаАбстракт
Активното използване на технологиите за повече комуникативност в обучителните среди изисква едно по-добро разбиране на начините, по които учащите вземат участие в компютърно базирани задачи. Настоящото изследване има за цел да анализира динамиката в дискусиите, които възникват преди акта на писане в средата на английския като чужд език. Анализът на дискусиите включва 60 учащи от ниво средно напреднали. Резултатите от изследването показват, че учащите се представят в една и съща задача по различен начин, в зависимост от метода на комуникация. Тези разлики изказват предположението, че докато дискусиите, извършвани в синхронни среди, са по-съвместни, отговорите на учащите са по-кратки и не образуват завършени изречения, а в асинхронните среди отговорите се характеризират със схематичност и планиране, като учащите залагат на по-разгърнато езиково изразяване, което често се съдържа в завършени изречения.
Литература (библиография)
Cho, Hyeyoon. “Synchronous Web-Based Collaborative Writing: Factors Mediating Interaction among Second-Language Writers.” Journal of Second Language Writing, 36 (2017): 37–51. Print.
Elola, Idoia & Anna Oskoz. “Collaborative writing: Fostering foreign language and writing conventions development.” Language Learning and Technology, 14.3 (2010): 51–71. Print.
Faigley, Lester. “Competing Theories of Process: A Critique and a Proposal.” Landmark essays on writing process. Ed. Sondra Perl, Hermagoras Press, 1994. 149–164. Print.
Fernandez-Dobao, Anna Fernández. “Collaborative Writing Tasks in the L2 Classroom: Comparing Group, Pair, and Individual Work.” Journal on Second Language Writing, 21.1 (2012): 40–58. Print.
Grabe, William and Robert B. Kaplan. Theory and Practice of Writing. London: Longman, 1996. Print.
Jepson, Kevin. “Conversations and negotiated interactions in text and voice chat rooms.” Language Learning and Technology, 9.3 (2005): 79–98. Print.
Kent, Thomas. Introduction. Post-Process Theory. Ed. Thomas Kent: Southern Illinois University Press, 1999. 1–6. Print.
Li, Mimi and Wei Zhu. “Patterns of computer-mediated interaction in small writing groups using wikis.” Computer Assisted Language Learning, 26.1 (2012): 61–82. Print.
Loewen, Shawn and Dominik Wolff. “Chapter 6: Peer interaction F2F and CMC contexts.” Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda. Ed. Masatoshi Sato and Susan Ballinger: John Benjamin Publishing Company, 2016. 163–184. Print.
Madden, Lauren, Gail Jones and Gina Childers. “Teacher Education: Modes of Communication within Asynchronous and Synchronous Communication Platforms.” Journal of Classroom Interaction, 52.2 (2017): 16–30. Print.
Neumann, Heike and Kim McDonough. “Exploring Student Interaction During Collaborative Prewriting Discussions and its Relationship to L2 Writing.” Journal of Second Language Writing, 27 (2015): 84–104. Print.
Petraglia, Joseph. “Is there life after process? The role of social scientism in changing discipline.” Post-Process Theory. Ed. Thomas Kent: Southern Illinois University Press, 1999. 49–64. Print.
Reither, J. A. “Writing and Knowing: Towards Redefining the Writing Process.” Landmark Essays on Writing Process. Ed. Sondra Perl: Hermagoras Press, 1994. 141–148. Print.
Shehadeh, Ali. “Effects and Student Perceptions of Collaborative Writing in L2.” Journal of Second Language Writing, 20.4 (2011): 286–305. Print.
Smith, Bryan. “Computer-Mediated Negotiated Interaction: An Expanded Model.” The Modern Language Journal, 87.1 (2003): 38–57. Print.
Sotillo, Susan M. “Discourse Functions and Syntactic Complexity in Synchronous and Asynchronous Communication.” Language Learning and Technology, 4.1 (2000): 82–119. Print.
Storch, Neomy. “Patterns of Interaction in ESL Pair Work.” Language Learning, 52.1 (2002): 119–158. Print.
Storch, Neomy. “Collaborative Writing: Product, Process and Students’ Reflections.” Journal of Second Language Writing, 14 (2005): 153–73. Print.
Storch, Neomy. Collaborative writing in L2 classrooms. Bristol, Buffalo and Toronto: Multilingual Matters, 2013. Print.
Teasley, Stephanie and Jeremy Roschelle. “Constructing a Joined Problem Space: The Computer as a Tool for Sharing Knowledge.” Computer as Cognitive Tools. Ed. S. P. Lajoie & S. J. Derry. Hillsdale, NJ: Lawrence Erlbaum Associate, 1993. 229–58. Print.
Warschauer, Mark. “Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom.” CALICO Journal, 13.2 (1996): 7–26. Print.
Wigglesworth, Gillian and Neomy Storch. “Pair Versus Individual Writing: Effects on Fluency, Complexity and Accuracy.” Language Testing, 26 (2009): 445–466. Print.
