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Integrating corpora of computer-mediated communication into the language resources landscape: Initiatives and best practices from French, German, Italian and Slovenian projects
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DNB Subject Category Language
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Saisir la parole du citoyen / usager / apprenant en interaction sur les réseaux
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In: Corpus de communication médiée par les réseaux : construction, structuration, analyse ; https://hal.archives-ouvertes.fr/hal-01485431 ; Ciara R. Wigham & Gudrun Ledegen. Corpus de communication médiée par les réseaux : construction, structuration, analyse, L'Harmattan, 2017, 978-2-343-11212-1 (2017)
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Wikiconflits : un corpus de discussions éditoriales conflictuelles du Wikipédia francophone
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In: Corpus de communication médiée par les réseaux : construction, structuration, analyse ; https://hal.archives-ouvertes.fr/hal-01485427 ; Ciara R. Wigham & Gudrun Ledegen. Corpus de communication médiée par les réseaux : construction, structuration, analyse, L'Harmattan, 2017, 978-2-343-11212-1 (2017)
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Researching Technology-mediated Multimodal Interaction
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In: The Handbook of Technology and Second Language Teaching and Learning ; https://halshs.archives-ouvertes.fr/halshs-01669079 ; The Handbook of Technology and Second Language Teaching and Learning, pp.428 - 443, 2017 (2017)
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Closing a gap in the language resources landscape : Groundwork and best practices from projects on computer-mediated communication in four European countries.
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In: CLARIN Annual Conference 2016 ; https://hal.archives-ouvertes.fr/hal-01379621 ; CLARIN Annual Conference 2016, Oct 2016, Aix-en-Provence, France. 136, Linköping Electronic Conference Proceedings, pp.1-19, 2017, Selected papers from the CLARIN Annual Conference 2016, 978-91-7685-499-0 ; http://www.ep.liu.se/ecp/contents.asp?issue=136 (2017)
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Integrating corpora of computer-mediated communication into the language resources landscape: Initiatives and best practices from French, German, Italian and Slovenian projects
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DNB Subject Category Language
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El aprendizaje móvil de la comprensión de la lectura L2 en línea para ingenieros
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In: 34 Congreso Internacional AESLA (AESLA 2016) ; https://edutice.archives-ouvertes.fr/edutice-01332568 ; 34 Congreso Internacional AESLA (AESLA 2016), Apr 2016, Alicante, España ; http://www.aesla.org.es/es/congresos-aesla (2016)
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The CoMeRe French CMC corpora and their modeling in TEI
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In: ird-cmc-rennes: Social Media and CMC Corpora for the eHumanities. ; https://halshs.archives-ouvertes.fr/halshs-01222979 ; ird-cmc-rennes: Social Media and CMC Corpora for the eHumanities., Oct 2015, Rennes, France ; http://ird-cmc-rennes.sciencesconf.org/ (2015)
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TEI across corpora, languages and genres: Towards a standard for the representation of social media and computer-mediated communication
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In: Text Encoding Initiative: connect, animate, innovate. 2015 Annual Conference and Members’ Meeting of the TEI Consortium ; https://halshs.archives-ouvertes.fr/halshs-01222982 ; Text Encoding Initiative: connect, animate, innovate. 2015 Annual Conference and Members’ Meeting of the TEI Consortium, TEI Consortium, Oct 2015, Lyon, France ; http://tei2015.huma-num.fr (2015)
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Acquisition de la variation phonologique et recueil de corpus d’interactions naturelles parents-enfants : nouvelle méthode, nouveaux enjeux
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.uca.fr/hal-01135832 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2015, pp.35-50 (2015)
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Architectural design and language learning in Second Life
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In: Virtual Worlds for Online Learning: Cases and Applications ; https://edutice.archives-ouvertes.fr/edutice-00703054 ; S. Gregory, L.J.W. Lee, B. Dalgarno & B. Tynan. Virtual Worlds for Online Learning: Cases and Applications, NOVA Science Publishers, Inc, 2015, 978-1-63482-194-0 (2015)
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The CoMeRe corpus for French: structuring and annotating heterogeneous CMC genres
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In: ISSN: 0175-1336 ; Journal for language technology and computational linguistics ; https://halshs.archives-ouvertes.fr/halshs-00953507 ; Journal for language technology and computational linguistics, GSCL (Gesellschaft für Sprachtechnologie und Computerlinguistik) 2014, 29 (2), pp.1-30 ; http://www.jlcl.org/2014_Heft2/Heft2-2014.pdf (2014)
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To be Deaf and practice (interactively and at a distance) foreign languages in a (m)OOC: first report about the E-SCALE project
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In: EUROCALL Annual Conference - "CALL Design: Principles and Practice" ; https://edutice.archives-ouvertes.fr/edutice-01068052 ; EUROCALL Annual Conference - "CALL Design: Principles and Practice", European Association for Computer-Assisted Language Learning, Aug 2014, Groningen, Netherlands (2014)
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A study of verbal and nonverbal communication in Second Life - the ARCHI21 experience
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In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://edutice.archives-ouvertes.fr/edutice-00674138 ; ReCALL, Cambridge University Press (CUP), 2013, 25, pp.XX-XX (2013)
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A viewpoint on the place of CALL within the Digital Humanities: considering CALL journals, research data and the sharing of research results
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In: EUROCALL 2013, Learning from the Past, Looking to the Future ; https://edutice.archives-ouvertes.fr/edutice-00862024 ; EUROCALL 2013, Learning from the Past, Looking to the Future, Sep 2013, Evora, Portugal (2013)
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Computer-mediated communication in TEI: What lies ahead
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In: The Linked TEI: Text Encoding in the Web. 2013 Annual Conference and Members' Meeting of the TEI Consortium ; https://halshs.archives-ouvertes.fr/halshs-00878833 ; The Linked TEI: Text Encoding in the Web. 2013 Annual Conference and Members' Meeting of the TEI Consortium, Oct 2013, Rome, Italy (2013)
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Input characteristics and impact on the acquisition of phonological variables in French
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In: Child Language Seminar ; https://hal.archives-ouvertes.fr/hal-00850016 ; Child Language Seminar, Jun 2013, Manchester, United Kingdom (2013)
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LEarning and TEaching corpora (LETEC): data-sharing and repository for research on multimodal interactions
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In: WorldCALL 2013 ; https://edutice.archives-ouvertes.fr/edutice-00778274 ; WorldCALL 2013, Jul 2013, Glasgow, United Kingdom (2013)
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Architecture students' appropriation of avatars - relationships between avatar identity and L2 verbal participation and interaction
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In: Social Networking and Language Education ; https://edutice.archives-ouvertes.fr/edutice-00728755 ; Lamy, M-N. and Zourou, K. (eds.). Social Networking and Language Education, Palgrave MacMillan, 2013 (2013)
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Abstract:
The synthetic (virtual) world Second Life can be defined as a social networking environment for it allows users to network informally by initiating relationships with other users, often strangers with whom they share no previous offline connection. Users can also connect with other users with whom they have previously established offline relationships. In the synthetic world, networking can occur by interacting, and later friending, other users whose avatars are proxemically close to a user inworld. This is facilitated by the feature of the synthetic world which allows any interaction between users in the public audio or textchat channels to be heard / read by other nearby users. Users can also initiate relationships through similar interest groups and choose to create a public profile, albeit relating this profile to that of their avatar or their physical world (first world) identity. Users who friend each other can view the newsfeed and interest groups as well as the list of connections of one another, and can navigate the latter. The development of social networking environments allows users to construct online personae / identities which may differ from their first world identities (Turkle, 2011). The environments offer new ways of communicating both verbally and nonverbally which imply new ways of being, of showing and negotiating identities (Nagy, 2010). As fully anonymous social networking environments, synthetic worlds offer specific possibilities for identity construction and new ways of interacting because users are represented in the environment by an avatar through which they communicate. In the language-learning (L2) domain, interest is emerging in this type of environment. Research suggests that synthetic worlds may reduce student apprehension concerning interacting in a second language (Schweinhorst, 2002) and increase the students' sense of presence and community (Nowak and Biocca, 2004). However, the questions of whether and how language learners use avatars to develop an identity, the impact of avatar use on participation and interaction in a L2 remain largely unexplored. In this chapter, we explore the above questions through the data analysis from an experiment designed around a course in Second Life which formed part of the European project ARCHI21 . For this course, a Content and Language Integrated Learning (CLIL) approach was chosen for students of Architecture whose foreign languages (L2) were French (FFL) or English (EFL). We explore how these students developed their online identities and how these identities were forged through avatar appearance and the use of nonverbal acts, including gestures. We examine how these identities impacted interaction. Firstly, how changing avatar appearance influenced how students addressed each other inworld and their level of verbal participation in L2 interaction. Secondly, whether constructing an identity partially through nonverbal communication acts in this social networking environment may have created opportunities for increased L2 verbal participation. In our study, no instructions were given to the students regarding avatar appearance. The research questions presented here were formulated after remarking upon how students changed their avatar appearance and used nonverbal communication during the course. Our study focuses on the L2 interaction during open-ended activities rather than question-answer exchanges which may be more typical of a non-CLIL learning context.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; identity; L2 verbal participation; multimodality; nonverbal communication; synthetic world
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URL: https://edutice.archives-ouvertes.fr/edutice-00728755v2/document
https://edutice.archives-ouvertes.fr/edutice-00728755
https://edutice.archives-ouvertes.fr/edutice-00728755v2/file/Wigham-Chanier-avataridentity.pdf
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