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Niu, Ruiying – TESOL International Journal, 2017
Collaborative output has been found to facilitate L2 lexical learning due to the cognitive word processing engendered in it. Yet it is not clear how interactions involved in collaborative output could affect learners' word processing and hence their lexical learning. This paper takes a sociocultural perspective to investigate Chinese EFL learners'…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Cappellini, Marco – Innovation in Language Learning and Teaching, 2016
Our paper aims to present students' interactions in a teletandem--that is, tandem through desktop videoconference [Telles, J., ed. 2009. "Teletandem. Um contexto virtual, autônomo, colaborativo para aprendizagem das linguas estrangeiras no século XXI". Campinas, SP: Pontes Editores]--telecollaborative project between third-year…
Descriptors: French, Chinese, Cooperative Learning, Videoconferencing
Renner, Julia – Language Learning in Higher Education, 2017
The present paper examines negotiation of meaning and language-related episodes in Chinese-German eTandem interaction, focusing on Chinese as target language. Against the background of the interactionist approach to language learning and drawing upon Swain and Lapkin's (1998, Interaction and second language learning: Two adolescent French…
Descriptors: Second Language Learning, German, Chinese, Synchronous Communication
Stewart, Craig O.; Setlock, Leslie D.; Fussell, Susan R. – Discourse Processes: A Multidisciplinary Journal, 2007
This study investigates cultural and communication medium effects on conversational argumentation in a decision-making context. Chinese and U.S. participants worked in pairs on two decision-making tasks via face-to-face (FtF) and instant messaging (IM). The analyses showed that Chinese participants tended to engage in potentially more complex…
Descriptors: Persuasive Discourse, Cross Cultural Studies, Interaction Process Analysis, Communication Research