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Integrating computer-mediated communication strategy instruction

机译：整合计算机介导的沟通策略指令

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摘要

Communication strategies (CSs) play important roles in resolving problematic second language interaction and facilitating language learning. While studies in face-to-face contexts demonstrate the benefits of communication strategy instruction (CSI), there have been few attempts to integrate computer-mediated communication and CSI. The study reported in this article examined the relationship between computer-mediated CSI and CS use and types. It also investigated student perceptions of this form of instruction. Two groups of students enrolled in the same undergraduate course at a university in South Korea participated in the study. Over the course of one semester, the Strategy Group (n = 11) participated in CSI, whereas the Comparison Group (n = 14) did not. Throughout the semester, students in both groups completed nine chatting tasks, and transcripts from these sessions were analyzed to identify the frequency and types of CSs employed. In addition to questionnaire data showing that the Strategy Group perceived CSI favorably, the results show that the Strategy Group used significantly more CSs than the Comparison Group, and that the two groups differed in regards to specific strategies they employed. This study offers recommendations for future research investigating CS use and the instructional components of CSI.
机译：沟通策略（CS）在解决有问题的第二语言互动和促进语言学习方面发挥着重要作用。虽然面对面的研究证明了交流策略指导（CSI）的好处，但很少有尝试将计算机介导的交流与CSI相集成。本文报道的研究检查了计算机介导的CSI与CS使用和类型之间的关系。它还调查了学生对这种教学形式的看法。在韩国一所大学就读同一本科课程的两组学生参加了这项研究。在一个学期的过程中，策略组（n = 11）参加了CSI，而比较组（n = 14）没有参加。在整个学期中，两组学生均完成了九次聊天任务，并分析了这些会话的成绩单，以确定使用CS的频率和类型。除了调查问卷数据显示策略组对CSI的评价良好外，结果还表明策略组使用的CS明显多于比较组，并且两组在使用的特定策略方面也有所不同。这项研究为调查CS使用和CSI的教学内容的未来研究提供了建议。

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