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A Microgenetic Analysis of the Development of Thematic Coherence Between the Topic Sentence and Supporting Ideas in the English Academic Paragraph: A Case Study of a Saudi Female Writer
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The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
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Teaching Academic Vocabulary with Corpora: Student Perceptions of Data-Driven Learning
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The Pedagogical Mediation of a Developmental Learner Corpus for Classroom-Based Language Instruction
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Belz, Julie A. (Julie Anne); Vyatkina, Nina. - : Publisher of original article: Language Learning & Technology (LLT)[BREAK][LINK]http://llt.msu.edu/vol12num3/default.html[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2008
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The Role of Computer Mediation in the Instruction and Development of L2 Pragmatic Competence
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Belz, Julie A. (Julie Anne). - : [BREAK]Copyright © 2008 Cambridge University Press [BREAK][LINK]http://proquest.umi.com/pqdweb?RQT=318&pmid=78998[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 2007
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At the intersection of telecollaboration, learner corpus analysis, and L2 pragmattics: Considerations for language program direction
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Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration.
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Belz, Julie A. (Julie Anne). - : The original publisher of this article is:Language Learning & Technology (LLT). The definitive publisher-authenticated version of Julie A. Bellz. "Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration". Language Learning & Technology 7, no.2 (2003): 68-117, is available online at:[BREAK][LINK]http://llt.msu.edu/vol7num2/default.html[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2003
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Abstract:
This item submitted to IUPUI ScholarWorks as part of the OASIS Project. Article reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Permission granted through posted policies on copyright owner’s website or through direct contact with copyright owner. ; It is widely reported (e.g., Belz & Müller-Hartmann, 2002; Kern, 1996; Kinginger, in press; Warschauer & Kern, 2000) that the goals of telecollaborative language study are the development of foreign language (FL) linguistic competence and the facilitation of intercultural competence (e.g., Bausch, Christ, & Krumm, 1997; Bredella & Delanoy, 1999; Byram, 1997; Harden & Witte, 2000). Whereas evaluations of the impact of telecollaboration on FL linguistic competence have been based on structural descriptions of learner discourse from the earliest days of research in this field (e.g., Beauvois, 1992; Chun, 1994; Kelm, 1992; Kern, 1995; Pelletieri, 2000; Sotillo, 2000; Warschauer, 1996), discussions of intercultural competence in the same configuration have been characterized primarily in alinguistic terms. These have included analyst-sensitive content analyses of learner interaction in telecollaboration, post-semester interviews with learners who have participated in telecollaborative projects, and attitudinal surveys of these same learners (e.g., Fischer, 1998; Furstenberg, Levet, English, & Maillet, 2001; Lomicka, 2001; Müller-Hartmann, 1999; von der Emde, Schneider, & Kötter, 2001; Warschauer, 1998; see, however, Belz, 2001; Belz & Müller-Hartmann, 2003). In general, the fields of foreign language learning and teaching (FLL&T) have neither advocated nor presented linguistically critical interpretations of the development of intercultural competence in telecollaboration. In this paper, I present a detailed case study of the development of intercultural competence (or lack thereof) in a German-American e-mail partnership by examining the electronic interaction produced in this exchange within the framework of appraisal theory (e.g., Eggins & Slade, 1997; Martin, 2000; White, 1998), a Hallidayian-inspired linguistic approach to the investigation of evaluative language.
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Keyword:
Context; Discourse analysis; Intercultural Competence; Linguistic; Linguistics -- Research; Telecollaboration; Telecollaboration in education
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URL: http://hdl.handle.net/1805/2655
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