Learner agency and non-native speaker identity in pedagogical lingua franca conversations: insights from intercultural telecollaboration in foreign language education
Learner agency and non-native speaker identity in pedagogical lingua franca conversations: insights from intercultural telecollaboration in foreign language education
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DOI：
10.1080/09588221.2017.1304966
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发表时间：
2017-01-01
影响因子：
7
通讯作者：
Hoffstaedter, Petra
中科院分区：
文献类型：
--
作者：
Kohn, Kurt;Hoffstaedter, Petra
本文讨论了从一个案例研究中获得的见解，在外语学校的背景下，跨文化交际的远程college。重点是来自法国、德国、荷兰和西班牙学校的学生（14-16岁，B1级）之间的非母语英语和德语弗兰卡对话。电子邮件支持包括BigBlueButton视频通信平台和Moodle聊天。总的目标是探索教学语言的教学潜力弗兰卡通过远程教学交流真正的跨文化交际实践和外语能力的发展超越面对面的课堂。对口语和书面弗兰卡对话的定性和定量分析以及相应的反思性反馈访谈提供了以下证据：（a）与交际参与、主题发展、语言交际成功和建立融洽关系有关的学习者主体增加，和（B）非政府组织正在出现的解放品质，本族语者的身份，包括对自己的创造力和战略足智多谋不断增长的满意度和信任感。关键的教学关键是开放的，社会建构主义的语言学习方向结合了丰富的机会，真正的沟通。跨文化交际能力的发展得到了显着提高，超越了外语课堂，包括真实的生活元素成为学生和教师参与的有形经验。
This article discusses insights gained from a case study on telecollaboration for intercultural communication in foreign language school contexts. Focus was on non-native English and German lingua franca conversations between pairs of students (aged 14-16, B1 level) from schools in France, Germany, the Netherlands and Spain. Telecollaboration support included the BigBlueButton video communication platform and Moodle chat. The overall objective was to explore the pedagogical potential of pedagogical lingua franca exchanges via telecollaboration for authentic intercultural communication practice and foreign language competence development beyond the face-to-face classroom. Qualitative and quantitative analyses of oral and written lingua franca conversations and corresponding reflective feedback interviews provided evidence of (a) increased learner agency in connection with communicative participation, topic development, languaging for communicative success and rapport building, and (b) emerging emancipatory qualities of non-native speaker identity including a growing sense of speaker satisfaction and trust in one's own creativity and strategic resourcefulness. The crucial pedagogical key was an open, social constructivist language learning orientation combined with rich opportunities for authentic communication. Intercultural communicative competence development was significantly improved, and transcending the foreign language classroom to include elements of real life became a tangible experience for the students and teachers involved.