| 81 |
edTPA? Good Grief!
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 31-33 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 82 |
Multilingualism and the Holistic Approach to Multilingual Education
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 83 |
Written Corrective Feedback: A Review of Studies since Truscott (1996)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 84 |
Formulaic Language: Pushing the Boundaries
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 85 |
Jokes and the Linguistic Mind
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 35-39 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 86 |
Second Language Reading and the Role of Grammar
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 29-48 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 87 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 88 |
Classroom-based Language Assessment: The Case of TAFL
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 53-54 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 89 |
Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 90 |
Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 1-17 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 91 |
Category Terms as Story-Telling Shortcuts
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 46-48 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 92 |
Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 84-99 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 93 |
Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 50-54 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 94 |
The Interactional Dimension of LOA: Within and Beyond the Classroom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 50-52 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 95 |
The Critical Period Hypothesis: Support, Challenge, and Reconceptualization
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-16 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 96 |
Strategic Competence and L2 Speaking Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 13-24 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 97 |
Speech Characteristics of Japanese Speakers Affecting American and Japanese Listener Evaluations
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 1-14 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 98 |
CMC and Face-to-face Communication in L2 Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 23-24 (2015) (2015)
|
|
Abstract:
Bhatia and Richie (2009), in their book chapter, compare computer-mediated communication (CMC) and face-to-face communication by analyzing how learners behave when they learn a language in these two modes. Studies on face-to-face communication (e.g., VanPatten, 1990) reveal that learners have a tendency to process meaning before form because human interaction is conducted in real time. Speakers have to attend to the form (i.e., the oral output) and the meaning of the verbal production simultaneously. Previous studies on working memory (Li, 1999; Maehara and Saito, 2007) reveal that there is a trade-off between the maintenance and processing of information, as both involve working memory. VanPatten (2004), in particular, pinpoints that processing second language (L2) input involves making form-meaning connections in real-time comprehension, an online task that takes place in the working memory. As such, L2 learners have less memory space to store new information in face-to-face communication, given that the working memory is used for processing input. In contrast, CMC is said to provide more opportunities for focus on form. After all, when chatting online in L2, learners do not have to focus on both form and meaning at the same time the way they do in face-to-face interaction. They could take time to process, test out, and revise their linguistic production. This is what is considered an obvious advantage of using CMC for language learning.
|
|
Keyword:
Applied linguistics; CMC; Computer-mediated communication; Education; English language; Foreign speakers; L2; Language acquisition; Learning; P118-118.7; PE1-3729; Psychology of learning; Second language acquisition; SLA; Study of language; Teaching language; Telematics
|
|
URL: https://doaj.org/article/eed7b124223a499cb1a4778859dc5336
https://doi.org/10.7916/D8XH03S4
|
|
BASE
|
|
Hide details
|
|
|
| 99 |
Rethinking for Second Language Speaking
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 1-21 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 100 |
“He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 29-32 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|
|
