TY - JOUR
T1 - Reimagining Communicative Context
T2 - ELF Interaction in Second Life to Learn EFL
AU - Liang, Mei Ya
N1 - Funding Information:
This small-scale study was conducted during the spring semester of 2009. The study is part of a larger project supported by a grant from the Teaching and Learning Center at a major university in Taiwan. This study’s goals include the following: (a) to document EFL students’ utilization of interactional resources in online conversations and (b) to examine how the incorporation of international communication in an EFL course can better facilitate students’ understanding and use of ELF.
PY - 2012/1
Y1 - 2012/1
N2 - Drawing upon a semiotic approach to English as a lingua franca (ELF), this study investigates English as a foreign language (EFL) students' interactions with international speakers of English in the real-time, multiplayer virtual world Second Life. The author integrated pedagogical strategies of classroom interactions, online conversations, and student reflections in an EFL course to facilitate students' understanding and use of ELF. Qualitative analyses of written conversations and reflective observations by some of the students showed distinctive features of ELF communication with regard to interactional resources and discourse strategies in international encounters. Student responses to post-task survey questions further reflected the benefits and challenges of connecting multiple proficiencies and identities in developing ELF across spaces and events. This article concludes with discussions on issues and recommendations for re-envisioning communicative contexts that are relevant to playful interaction as ELF practice.
AB - Drawing upon a semiotic approach to English as a lingua franca (ELF), this study investigates English as a foreign language (EFL) students' interactions with international speakers of English in the real-time, multiplayer virtual world Second Life. The author integrated pedagogical strategies of classroom interactions, online conversations, and student reflections in an EFL course to facilitate students' understanding and use of ELF. Qualitative analyses of written conversations and reflective observations by some of the students showed distinctive features of ELF communication with regard to interactional resources and discourse strategies in international encounters. Student responses to post-task survey questions further reflected the benefits and challenges of connecting multiple proficiencies and identities in developing ELF across spaces and events. This article concludes with discussions on issues and recommendations for re-envisioning communicative contexts that are relevant to playful interaction as ELF practice.
KW - communicative context
KW - conversational interaction
KW - English as a foreign language (EFL)
KW - English as a lingua franca (ELF)
KW - Second Life
KW - semiotic ecology
UR - http://www.scopus.com/inward/record.url?scp=84858638790&partnerID=8YFLogxK
U2 - 10.1080/15348458.2012.644118
DO - 10.1080/15348458.2012.644118
M3 - 期刊論文
AN - SCOPUS:84858638790
SN - 1534-8458
VL - 11
SP - 16
EP - 34
JO - Journal of Language, Identity and Education
JF - Journal of Language, Identity and Education
IS - 1
ER -