Understanding telecollaboration through an analysis of intercultural discourse
Understanding telecollaboration through an analysis of intercultural discourse
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通过跨文化话语分析理解远程协作
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Susan Bunn
中科院分区：
文献类型：
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作者：
Meei;Susan Bunn
本研究通过探讨参与者所使用的话语的语言特征，以及跨文化对话者之间的互动模式和类型，来探讨远程课堂中是否以及如何进行协作和跨文化学习。台湾的EFL学生与美国的职前师范教育学生配对参与该项目。数据收集包括两岸参与者在阅读两篇文章后撰写的在线论坛条目和台湾参与者撰写的项目结束报告。这项研究的结果增加了关于在线学习和协作行为的文献的数量，但数量很少。特别是，本研究所采用的跨文化话语的语言学为基础的检查呼应了以前的主张，这种方法可以提供洞察复杂和多层次的社会互动在远程college。关于亚洲和美国大学生跨文化学习的新的和意想不到的发现值得进一步研究。
This study examines if and how collaboration and intercultural learning took place during telecollaboration by exploring the linguistic features of the discourse used by the participants, as well as the patterns and types of interactions between intercultural interlocutors. EFL students in Taiwan were paired up with pre-service teacher education students in the US for the project. The data collected included online forum entries written by participants from both sides after they read two articles and the end-of-project reports written by the Taiwanese participants. The findings of this study add to the small but increasing body of literature about online learning and collaborative behaviors. In particular, the linguistic-grounded examination of intercultural discourse adopted by this study echoes a previous assertion that such an approach could provide insights into the complex and multi-layered social interactions in telecollaboration. The new and unexpected findings about intercultural learning between Asian and US university students deserve further study.