Text-based SCMC for SLA: A narrative review
Text-based SCMC for SLA: A narrative review
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DOI：
10.29140/tltl.v4n1.712
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发表时间：
2021-04
期刊：
影响因子：
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通讯作者：
Leander Hughes
中科院分区：
文献类型：
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作者：
Leander Hughes
这篇综述讨论并比较了过去12年来38项关于基于文本的同步计算机介导交流的第二语言或外语学习的同行评议研究结果。出现的研究主题包括：模态，纠正反馈，注意，对齐和摄取，以及任务设计/条件和分组。研究结果表明，媒体可能会促进或阻碍语言学习取决于上下文，实施方法和教学目标。它还揭示了语言学习理论和实践的影响，是不太明显的，当检查每个研究孤立，包括面子保护和学习者参与的调查结果，沟通的特点，除了谈判的意义，导致语言习得，以及认知复杂性和模态之间的可能的相互作用，在语言学习任务的有效性。
This review discusses and compares the findings of 38 peer-reviewed studies on text-based synchronous computer-mediated communication for second or foreign language learning from over the past twelve years. Research themes that emerged include: modality, corrective feedback, noticing, alignment and uptake, as well as task design/conditions and grouping. The comparison of findings revealed that the medium may enhance or hinder language learning depending on the context, method of implementa tion, and pedagogical aims. It also uncovers implications for language learning theory and practice that are less evident when examining each study in isolation, including findings on face-preservation and learner engagement, features of communication besides negotiation of meaning that lead to language acquisition, as well as a possible interaction between cognitive complexity and modality in the effec tiveness of language learning tasks.