Volume 15 Number 2

Jeremy Cross
Nanyang Technological University

Informed by dual coding theory, this study explores the role of the visual content in L2 listeners’ comprehension of news videotexts. L1 research into the visual characteristics and comprehension of news videotexts is outlined, subsequently informing the quantitative analysis of audiovisual correspondence in the news videotexts used. In each of five lessons, ten pairs of Japanese EFL learners participated in a sequence of tasks in which they listened to, and discussed various facets of their comprehension of news videotexts. The pairs’ dialogue acted as the unit of analysis for exploring the effect of visual information on their comprehension. The qualitative analysis illustrated that various attributes of the visual content, such as audiovisual correspondence, impacted on comprehension. Moreover, other influences of the visual content found were its general utility in facilitating comprehension, inhibiting of attention to, and processing of audio information, and stimulation of learners’ expectations and inferencing of content. Based on these findings, learner variability aspects and several implications for related L2 listening pedagogy are discussed.
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Divergent perceptions of telecollaborative language learning tasks: task-as-workplan vs. task-as-process
Melinda Dooly
Universitat Autònoma de Barcelona

The use of computer-supported collaborative learning is more and more commonplace in language learning classrooms; this has given rise to the need for more research on roles and processes of telecollaboration in language teaching and learning and how online interactions are integrated with face-to-face classroom activities. Using a data-driven, qualitative approach to provide snapshots of a telecollaborative language learning project, this article examines participants’ modes of language use beginning with the task-as-workplan (Breen, 1987, 1989) and then examining episodes (both F2F and online) and outcomes of the task-in-process. By pinpointing specific moments of emerging language knowledge in the telecollaborative process, the article aims to delineate salient factors involved in this type of language learning context.
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Online Domains of Language Use: Second language learners’ experiences of virtual community and foreignness
Sarah Pasfield-Neofitou
Monash University

This paper examines the use of CMC in both Japanese and English dominated domains by Australian learners of Japanese. The natural, social online communication of 12 Australian university students with 18 of their Japanese contacts was collected for a period of up to four years, resulting in a corpus of approximately 2,000 instances of blogs, e-mails, SNS interactions, chat conversations, game profiles, and mobile phone communications. To supplement this data, interviews were conducted to further explore participants’ Internet communication and L2 use. These interviews, paired with evidence from the corpus of collected data, are analysed using Sealey and Carter’s (2004) social realism framework in order to explore questions of language selection, identity construction and nationality, as well as what it means to be a foreigner online.
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