the CALICO Journal最新文献_第4页

Researching Identity and L2 Pragmatics in Digital Stories: A Relational Account 数字故事中的身份与第二语言语用研究:一个关系账户

the CALICO Journal Pub Date : 2020-01-06 DOI: 10.1558/cj.38777

M. Garcia-Pastor

{"title":"Researching Identity and L2 Pragmatics in Digital Stories: A Relational Account","authors":"M. Garcia-Pastor","doi":"10.1558/cj.38777","DOIUrl":"https://doi.org/10.1558/cj.38777","url":null,"abstract":"This study explores college EFL learners' construction of identity through the analysis of their pragmatic choices in digital stories, in which they narrated their relationship with another person they had helped in the past. More specifically, such choices were examined following Relational Dialectics Theory in learners' enactments of \"connection\" with and \"autonomy\" from this person. A specific view of identity in language education, the notion of \"relational work\" in (im)politeness research, and a social semiotic framework were also employed in data analysis. Learners' pragmatic choices ranged from the selection of the topic of their narratives according to types of social bonds, to the use of specific semiotic resources to build identities in conflict episodes of their stories (i.e., positive identities for themselves and positive and negative identities for their relational partners). The construction of these identities paralleled relational parties' convergent and divergent moves towards connection and autonomy, revealing their relational work. Learners used different semiotic resources in resolution episodes, which enabled them to craft positive identities for themselves as experts, teachers, and learners as well as position their relational partner as a competent agent and shape the connection-autonomy dialectic as \"superiority-equality\".","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129712070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces 探索中介语(L2)语用学与数字空间的接口

the CALICO Journal Pub Date : 2020-01-02 DOI: 10.1558/cj.40433

J. Sykes, M. González‐Lloret

{"title":"Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces","authors":"J. Sykes, M. González‐Lloret","doi":"10.1558/cj.40433","DOIUrl":"https://doi.org/10.1558/cj.40433","url":null,"abstract":"In a growing, multilingual world, learners across the globe need to be prepared for a society and a workforce in which most communication is with people in other places and, most often, mediated by technology. As a language learner, being able to use different modes of communication for remote participation, understanding authentic electronic discourses, and engaging in digital communities are essential for success in our technology-saturated world. Thus, expanding one’s language repertoire to adapt to a multiplicity of communicative contexts is fundamental. Participating in a multilingual world is usually understood as being able to speak a language (i.e., having language fluency, and sometimes accuracy as well as complexity). We know, however, that being a competent speaker of a language involves more than being fluent. As González-Lloret (2019) points out, a capable speaker needs to engage in appropriate language use to effectively accomplish any communicative act. A speaker that is grammatically competent but inappropriate will be regarded as impolite or unfriendly (Thomas, 1983). This may have critical consequences, especially in high-stakes situations such as business interactions, formal introductions, and work interviews. Furthermore, the dynamic nature of human interaction requires speakers and listeners to shift their language use as the context, mood, or expectations of their interlocutor(s) change, making it a Editorial","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134074214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Testing the Waters: Developing Interlanguage Pragmatics through Exploration, Experimentation, and Participation in Online Communities 试水:通过在线社区的探索、实验和参与发展中介语语用学

the CALICO Journal Pub Date : 2019-12-18 DOI: 10.1558/cj.38529

Ellen Yeh, Nicholas Swinehart

{"title":"Testing the Waters: Developing Interlanguage Pragmatics through Exploration, Experimentation, and Participation in Online Communities","authors":"Ellen Yeh, Nicholas Swinehart","doi":"10.1558/cj.38529","DOIUrl":"https://doi.org/10.1558/cj.38529","url":null,"abstract":"This study presents an innovative approach to developing interlanguage pragmatics (ILP) by training students to engage in online participatory cultures and analyzing their participation through the lens of communities of practice. Participants were university-level English language learners studying in the United States who were trained on the basic layout and practices of a social news and discussion site (Reddit), then assigned weekly postings within forums based on their individual interests. Social media engagement metrics (upvotes and responses) were used to measure and observe the quantity and quality of online interaction, and post-task questionnaires and follow-up interviews investigated learner perceptions about the language and cyberpragmatics in the online communities they encountered. Quantitative results show that participants struggled to achieve high levels of interaction with other users, but qualitative results indicate a wide range of potential benefits for ILP exploration and development. The findings and implications of this study contribute towards best practices in developing strategies for ILP in online spaces and cyberpragmatic awareness among language learners, enabling them to reach higher levels of participation in online communities.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124528782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Mobile Application Use in Technology- Enhanced DCTs 技术中的移动应用程序使用-增强的dct

the CALICO Journal Pub Date : 2019-12-18 DOI: 10.1558/cj.38773

Catherine Rockey, Jessica Tiegs, J. Fernández

{"title":"Mobile Application Use in Technology- Enhanced DCTs","authors":"Catherine Rockey, Jessica Tiegs, J. Fernández","doi":"10.1558/cj.38773","DOIUrl":"https://doi.org/10.1558/cj.38773","url":null,"abstract":"In response to calls for improving the quality of DCTs as data-gathering instruments, this study investigates the effectiveness of technology-enhanced discourse completion tasks (TE-DCTs) as a method for eliciting nonverbal speaker data. We used a mobile application to administer four TE-DCTs to native speakers (L1) and intermediate and advanced second-language (L2) speakers of Spanish. Each TE-DCT contained two scenarios with the goal of capturing nonverbal devices used in the speech act of attention-getting (i.e., devices used to draw the interlocutor's attention). The written description of each DCT scenario was supplemented with a short video clip to provide participants with nonverbal factors such as distance to interlocutor, bodily stance, and orientation of interlocutors. To capture nonverbal cues as part of the participant responses, the participant video recorded their oral responses to each scenario. The mobile application used was successful in capturing a variety of attention-getting elements, including nonverbal devices, in the majority of both L1 and L2 participant responses for all DCT scenarios. Drawing on this data, we argue for the use of mobile applications as an ecologically valid way to measure one type of pragmatic ability. In addition, we advocate their integration into L2 pedagogical practice.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"253 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128515459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Rock or Lock? Gamifying an online course management system for pronunciation instruction: Focus on English /r/ and /l/ 石头还是锁?语音教学在线课程管理系统的游戏化:关注英语/r/和/l/

the CALICO Journal Pub Date : 2019-12-17 DOI: 10.1558/cj.36996

Mike Barcomb, W. Cardoso

{"title":"Rock or Lock? Gamifying an online course management system for pronunciation instruction: Focus on English /r/ and /l/","authors":"Mike Barcomb, W. Cardoso","doi":"10.1558/cj.36996","DOIUrl":"https://doi.org/10.1558/cj.36996","url":null,"abstract":"This one-group quasi-experimental study aimed to determine the effectiveness of using a gamified course management system with points, badges (and consequently competition) to facilitate the development of English phonology in a foreign language context in Japan. To implement this idea, we focused on the acquisition of English segments /r/ and /l/ in production (as in /r/ock and /l/ock respectively). During the study, participants were asked to engage in gamified pronunciation activities over a period of two weeks, using a popular learning site ( Moodle ). The data collection instruments included pre- and posttests to examine the production development of /r/ and /l/ (using controlled aural elicitation tasks), a written follow-up questionnaire, and user logs to investigate users' perceptions of the pedagogy utilized. The results indicate that participants benefited from the proposed gamified system for L2 pronunciation instruction, as they improved their production of the target English /r/ and /l/ segments. In addition, responses from the interviews and user logs revealed that participants perceived using the site as enjoyable, anxiety-reducing, and pedagogically useful.","PeriodicalId":357125,"journal":{"name":"the CALICO Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121875161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Task Closings in L2 Text-Chat Interactions: A Study of L2 Interactional Competence 二语文字聊天互动中的任务结束:二语互动能力研究

the CALICO Journal Pub Date : 2019-12-17 DOI: 10.1558/cj.38562

M. Abe, Carsten Roever

引用次数: 6

Designing and Using a Scenario-Based Digital Game to Teach Chinese Formulaic Expressions 基于场景的数字游戏在汉语公式表达教学中的设计与应用

the CALICO Journal Pub Date : 2019-12-16 DOI: 10.1558/cj.38574

Xiaofei Tang, Naoko Taguchi

引用次数: 13

New Technologies and Language Learning by Li Li 《新技术与语言学习》作者:李丽

the CALICO Journal Pub Date : 2018-05-19 DOI: 10.1558/cj.36015

Stephanie M. Knouse