Tesis doctoral: Martin L. Darhower, "Synchronous computer-mediated communication in the intermediate foreign language class: A sociocultural case study".

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                                   Tesis doctoral:
                           Martin L. DARHOWER
          Synchronous computer-mediated communication in the
   intermediate foreign language class: A sociocultural case study.

                 Información proporcionada por el autor:
     Martin L. Darhower, mailto:markdarhower at aol.com
____________________________________________________________________


Autor: Martin L. Darhower

Título de la tesis: Synchronous computer-mediated communication
in the intermediate foreign language class: A sociocultural case study.

Número de páginas: 235

Palabras clave: análisis del discurso, teoría sociocultural , Vygotsky,
enseñanza de español como segunda lengua

Fecha de lectura: abril 2000

Departamento,centro o laboratorio en el que se ha desarrollado la
tesis: Universidad de Pittsburgh, E.E.U.U.

Director de la tesis: Dr. Bruce Stiehm

Resumen: The purpose of this study was to investigate
interactionaland linguistic features of communication among
intermediate-level Spanish learners and their teacher in a
synchronous CMC context. The study evoked some fundamental
constructs of Vygotskian sociocultural theory in order to
describe and explain how learners and their teacher collaborated
with each other to co-construct meaning in chat rooms. General
patterns oflearner-learner and learner-teacher interaction were
analyzed, as well as learner and teacher perceptions of the use
of chat as a language learning tool, and finally, changes in learner
output over time. First, it was found that learners appropriated the
chat room environment to create their own community of language
practice in which they transformed tasks thatwere assigned to
them, went off-task when they wanted to, and had theopportunity
to make use of language functions that are not typical of theL2
classroom environment. Second, the learners and the teacher
put forth agreat deal of perceptions regarding the use of chat
rooms in the L2 class,which brought an emic perspective to the
study. Third, the Spanish verbalmorphology system served as a
springboard for illustration and discussion of changes in learner
output over time. Specifically, learners made unique uses of the
Spanish verbal morphology system, which the emergent grammar
perspective was called upon to explain. Also, learners branched
out from overuse of the Spanish present tense, gradually using the
other available verb tenses and moods more of the time. The study
suggests pedagogical uses for synchronous CMC, as well as
future research directions.

Dirección correo-e del autor: mailto:markdarhower at aol.com

Posibilidad de obtener un ejemplar de la tesis:
http://cuhwww.upr.clu.edu/~darhower

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