• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Language and Culture Learning Through a University-based Computer Mediated Communication Course: Case Studies of Students' Cross-Cultural Dialogues
【24h】

Language and Culture Learning Through a University-based Computer Mediated Communication Course: Case Studies of Students' Cross-Cultural Dialogues

机译：通过大学计算机中介的传播课程学习语言和文化：学生跨文化对话的案例研究

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

As globalization progresses into the twenty-first century, digital communication provides new opportunities for people to connect with one another. Adapting to these developments, universities have used e-learning in varied formats, including computer mediated communication (CMC). Typically, this mode of instruction involves a class in one country pairing online with a class in another, while students engage each other in learning course objectives.;Through the use of sociocultural frameworks for learning, this dissertation study explores how a CMC bilingual exchange course can help students engage in global citizenship; assesses the degree to which CMC courses facilitate language acquisition; and combines theories of interaction and intercultural communication to understand how language and culture learning happens. This study draws upon two theoretical frameworks: Long's (1981, 1996) interaction hypothesis (IH), which posits that language learning occurs through human interaction; and Byram's (1997) intercultural competence, which specifies a multitude of 'savoirs' as learning outcomes regarding the cultural aspect in second language classes; the savoirs include knowledge, attitudes, interactional skills, and cultural awareness. Both frameworks were combined with a micro-level discourse analysis of data collected by observing student teleconference partnerships over a six-week period of time to explore language, social, and literacy themed discussions.;The findings, presented as two case studies of student partnerships, reveal the ways in which students negotiate conversational roles online, thereby establishing a "third space" (Kramsch, 2009) for communication. Geographical territory does not determine the language of use, or who is ascribed the "native" and "non-native" speaker role. Traditional privileging of the native speaker, however, is perpetuated based upon which language students use during the conversations.;When combined with Byram's framework, the cultural implications of interactional moves as delineated in Long's IH enables the researcher to observe the extent to which specific utterances facilitate language and culture learning. Conversation starters that have been traditionally viewed from the perspective of language "errors" are applied to culturally-relevant conversation themes. This study indicates that language practices will likely evolve along with new formats for digital technology. Language instruction, therefore, should prepare students to adapt to new modes and norms of communication.
机译：随着全球化进入二十一世纪，数字通信为人们相互联系提供了新的机会。为了适应这些发展，大学已经使用了多种形式的电子学习，包括计算机介导的通信（CMC）。通常，这种教学模式涉及一个国家/地区的课程与另一个国家/地区的课程在线配对，而学生则互相学习课程的目标。；本论文研究通过使用社会文化框架进行学习，探讨了CMC双语交流课程的方式。可以帮助学生参与全球公民活动；评估CMC课程在多大程度上促进语言习得；并结合了互动和跨文化交流的理论，以了解语言和文化学习的过程。这项研究基于两个理论框架：Long（1981，1996）的交互假设（IH），它假定语言学习是通过人与人之间的交互而发生的。拜拉姆（Byram，1997）的跨文化能力，它指定了许多“精明”作为关于第二语言课堂文化方面的学习成果；这些知识包括知识，态度，互动技巧和文化意识。这两个框架都结合了微观水平的话语分析，这些分析是通过在六个星期的时间内观察学生的电话会议伙伴关系来收集的数据，以探讨语言，社交和素养主题的讨论。揭示了学生在线协商对话角色的方式，从而建立了交流的“第三空间”（Kramsch，2009）。地理区域不决定使用的语言，也不由谁来指定说话者“本地”和“非本地”角色。但是，基于在对话中学生使用的语言，将永久保留以母语为母语的传统特权。当与Byram的框架结合使用时，Long的IH中描述的互动动作的文化含义使研究人员能够观察到特定话语的程度促进语言和文化学习。传统上从语言“错误”的角度看待的对话开始者被用于与文化相关的对话主题。这项研究表明，语言实践可能会随着数字技术的新格式而发展。因此，语言教学应使学生做好适应新的沟通方式和沟通准则的准备。

著录项

  • 作者

    Sutin, Matthew B.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Bilingual education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 190 p.
  • 总页数 190
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号