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A comparative analysis of ESL learners’ discourses in synchronous Computer-Mediated Communication and face-to-face communication

  • Modern English Education
  • Abbr : MEESO
  • 2011, 12(3), pp.174-205
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

Kim, Kyung-Sook 1

1앨버타주립대학교

Accredited

ABSTRACT

The study aims to investigate how L2 discourses were different in computer-mediated communication (CMC) and face-to-face communication (FTF). Incorporating insights from social interactionist and discourse-analytic perspectives, the study investigated the conversations of Korean English teachers engaging in two activities: an information gap task and role playing, both common second language classroom activities. The results revealed that L2 discourse patterns constantly changed on their own in every activity, regardless of communication modes or activity types. This indicates that L2 practices were not singularly conditioned by the influences of a particular factor, and were rather constantly shaped by multiple factors and their relationships to each other. The results also showed that L2 learners tend to add more contextual information to their messages in CMC than in FTF. This is due to the lack of turn taking systems and visual cues in CMC which seemed to widen the intersubjective gap among the participants. In addition, it is also suggested that a large intersubjective gap in CMC made it difficult for L2 participants to pick up language skills or communication skills from their CMC experiences and apply them to their next practices.

Citation status

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