The Use of the Video-Conference in Language Education

这个项目成功地证明了在语言学习课堂上使用视频会议作为一种真实的媒介是可行的。研究表明，通过互动，在适当的条件下，意义的协商确实发生了，这被认为是语言学习的必要条件。结果还表明，沟通所需的沟通水平很难达到。首先，实际问题使持续的沟通变得困难，这些问题包括但不限于，跨时区的课程安排，教师之间的沟通，以及定期的设备故障。然而，视频会议媒体本身也存在更多的固有问题。也就是说，它减少了语境，对话者获得的非语言和情感线索比面对面交流要少得多。这给非母语人士造成了很大的沟通困难，他们通常需要一个上下文丰富的环境才能成功沟通。广播中的时滞也为这种通信方式提供了主要限制。因此，该研究最初证明了通过这种媒介培养交流环境的困难。进一步的准实验数据表明，在这种高度结构化的任务环境中，交互变得更有效，参与者更能协商意义。此外，研究结果表明，在会议之前和会议期间重复一次任务被证明是非常有效的，因为学习者能够在互动之前构建所使用的语言。

This project has successfully demonstrated that the use of video-conferencing as an authentic medium in the language learning classroom is viable. Research has shown that through interaction, given the appropriate conditions, negotiation of meaning, considered essential for language learning to take place, does occur.Results have also demonstrated that the level of communication required for communication to take place is difficult to achieve. Firstly, practical problems make continued communication difficult, these are, but not limited to, scheduling classes across different time zones, communication between to achers, and regular equipment failure. However, there are also more inherent problems with the video-conferencing medium itself. That is it is context reduced and the interlocuters obtain much less no n-verbal and emotional cues than they would for face-to-face communication. This causes major difficulties in communication for non-native speakers who normally require a context-rich environment for communication to be successful. Time-lag in the broadcast also provides major limitations to this style of communication. Thus the research initially demonstrated the difficulty of fostering a communicative environment through this medium.Further quasi-experimental data which introduced a task based environment into this environment demonstrated that with this highly structured task environment interaction became more effective, and the participants were more able to negotiate meaning. In addition findings showed that repetition of tasks, once before the conferencing session and once during the session proved to be very effective, as the learners were able to frame the language used prior to the interaction.