Research Article
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TECHNOLOGY-BASED INTERACTION IN FOREIGN LANGUAGE TEACHING: THE CASE OF SECOND LIFE

Year 2014, , 39 - 51, 01.07.2014
https://doi.org/10.1501/Dilder_0000000210

Abstract

According to the theory of 'Social Interaction', second language acquisitionoccurs through interactions including mutual conversation (Vygotsky,1978). However, how the input within the framework of interaction is madecomprehensible is crucial. Interactive modifications during conversationfacilitates language acquisition by providing comprehensible input. In thiscontext, it has been put forward that the speakers of the target languagecontribute to the learners’ performance level. In this study, the effect ofSecond Life, three-dimensional on-line virtual environment providing learning opportunities to foreign language learners outside the classroom,on the process of interaction in foreign language has been examined. Thefindings suggest that Second Life provides social interaction and it can beused as an effective educational tool so as to communicate with nativespeakers, and learn about different cultures

References

  • Bennett, S., Maton, K., ve Kervin, L. (2008). The digital natives‘ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
  • Blake, R. (2000). Computer-mediated communication: A window on L2 Spanish interlan- guage. Language Learning & Technology, 4(1), 120-136.
  • Cheng, H.J., Zhan, H ve Chen, X. (2010). Using virtual reality space in training Mandarin pre-service teachers: An innovative method. Chung Yuan Journal of Teaching Chinese as a Second Language, 5, 157-177.
  • Clark, R. C. ve Kwinn, A. (2007). The new virtual classroom: Evidence-based guidelines for synchronous learning. San Francisco: Jossey-Bass.
  • Cohen, L., Manion, L. ve Morrison, K., (2007). Research methods in education, New York: Routledge.
  • Cooke-Plagwitz, J. (2008). New directions in CALL: An objective introduction to Second Life. CALICO Journal 25(3), 547-557.
  • Council for Cultural Comission. (2001). Common European Framework of Reference for Languages, Learning, Teaching, Assesment. Cambridge: Cambridge University Press.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five app- roaches, (2. Baskı.) Thousand Oaks, CA: Sage.
  • Ellis, R. (2003). The Study of Second Language Acquisition. Oxford University Press.
  • Garcia-Carbonell, A., Rising, B., Montero, B. ve Watts, F. (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4), 481-491.
  • Gass, S. M. (1997). Input, interaction, and the second language learner. Lawrence Erlbaum Associates, Publishers.
  • Hall, G. (2011). Exploring English language teaching: Language in Action. London:Routledge.
  • Hall, J. K. ve Verplaetse, L. S. (2000). Second and foreign language learning through clas- sroom interaction. Mahwah, NJ: Erlbaum.
  • Hislope, K. (2008). Learning in a Virtual World, The International Journal of Learning, 15, 51-58.
  • Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
  • Lantolf, J. (Ed.). (2000). Sociocultural theory and second language learning. Oxford, England: Oxford University Press.
  • Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83-100. Görüntüleme adresi ve tarihi,10 Mayıs 2015, http://llt.msu.edu/vol8num1/lee/defa- ult. html
  • Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. C. William, T. Ritchie; T. K. Bhatia (Yay.), Handbook of Second Language Acquisition (ss. 413-454) içinde. San Diego: Academic Press.
  • Lyster, R. ve Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation for form incommunicative classrooms. Studies in Second Language Acquisition, 17, 37–66.
  • Milk, R.D. (1990). Can foreigners do “foreigner talk?: A study of the linguistic input provi- ded by non-native teachers of EFL, Texas Papers in Foreign Language Education,1(4), 274–88.
  • Peterson, M. (2010). Learner Participation patterns and strategy use in Second Life: An exp- loratory case study, ReCALL: European Association for Computer Assisted Language Learning, 22(3), 273-292.
  • Pica, T. (1994). Research on negotiation: What does it reveal about second-language lear- ning conditions, processes, and outcomes? Language Learning, 44, 493-527.
  • Silverman, D. (2000). Doing Qualitative Research: A practical handbook, London: Thousand Oaks:Sage Publications.
  • Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87, 38-54.
  • Sotillo, S. (2000). Discourse functions and syntactic complexity in synchronous and asynch- ronous communication. Language Learning & Technology, 4(1), 82-119. Görüntüleme adresi ve tarihi, 10 Mayıs 2015, http://llt.msu.edu/vol4num1/sotillo/
  • Vygotsky, L. S. (1978). Mind and society: The development of higher psychological pro- cesses. Cambridge, MA: Harvard University Press.
  • Wang, C.; Song, H.; Xia, F ve Yan, Q. (2009). Integrating Second Life into an EFL prog- ram: Students´ perspectives, Journal of Educational Technology Development and Exchange, 2(1), 1-16.
  • Warburton, S. (2009). Second Life in higher education: Assessing potential for and the bar- riers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40 (3), 414–426.
  • Warschauer, M. ve Kern, R. (2000). Network-based language teaching: Concepts and prac- tice, Cambridge, England: Cambridge University Press.
  • Yamada, M.ve Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of lear- ning objectives? Computer Assisted Language Learning, 20(1), 37-65.
  • Yin, R. K. (2003). Case study research: Design and methods, (3rd ed.), Thousand Oaks, CA: Sage.

Yabancı dil öğretiminde teknoloji tabanlı etkileşim: Second Life örneği

Year 2014, , 39 - 51, 01.07.2014
https://doi.org/10.1501/Dilder_0000000210

Abstract

Sosyal Etkileşim Kuramına göre, ikinci dil edinimi karşılıklı konuşmayıiçeren etkileşim ile gerçekleşmektedir (Vygotsky, 1978). Ancak etkileşimçerçevesinde girdinin nasıl anlaşılabilir kılındığı önem taşımaktadır.Karşılıklı konuşma sırasında etkileşimsel değiştirimler (modifications)anlaşılır girdi sağlayarak dil edinimini olanaklı kılmaktadır. Bu bağlamda,hedef dil konuşucularının öğrenicilerin edim (performance) düzeyine katkıda bulunduğu öne sürülmektedir. Bu çalışmada, yabancı dil öğrenicilerinesınıf dışı öğrenme imkanları sunan 'Second Life' adlı üç boyutlu çevrimiçisanal ortamın yabancı dilde etkileşim sürecine etkisi incelenmiştir

References

  • Bennett, S., Maton, K., ve Kervin, L. (2008). The digital natives‘ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
  • Blake, R. (2000). Computer-mediated communication: A window on L2 Spanish interlan- guage. Language Learning & Technology, 4(1), 120-136.
  • Cheng, H.J., Zhan, H ve Chen, X. (2010). Using virtual reality space in training Mandarin pre-service teachers: An innovative method. Chung Yuan Journal of Teaching Chinese as a Second Language, 5, 157-177.
  • Clark, R. C. ve Kwinn, A. (2007). The new virtual classroom: Evidence-based guidelines for synchronous learning. San Francisco: Jossey-Bass.
  • Cohen, L., Manion, L. ve Morrison, K., (2007). Research methods in education, New York: Routledge.
  • Cooke-Plagwitz, J. (2008). New directions in CALL: An objective introduction to Second Life. CALICO Journal 25(3), 547-557.
  • Council for Cultural Comission. (2001). Common European Framework of Reference for Languages, Learning, Teaching, Assesment. Cambridge: Cambridge University Press.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five app- roaches, (2. Baskı.) Thousand Oaks, CA: Sage.
  • Ellis, R. (2003). The Study of Second Language Acquisition. Oxford University Press.
  • Garcia-Carbonell, A., Rising, B., Montero, B. ve Watts, F. (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4), 481-491.
  • Gass, S. M. (1997). Input, interaction, and the second language learner. Lawrence Erlbaum Associates, Publishers.
  • Hall, G. (2011). Exploring English language teaching: Language in Action. London:Routledge.
  • Hall, J. K. ve Verplaetse, L. S. (2000). Second and foreign language learning through clas- sroom interaction. Mahwah, NJ: Erlbaum.
  • Hislope, K. (2008). Learning in a Virtual World, The International Journal of Learning, 15, 51-58.
  • Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
  • Lantolf, J. (Ed.). (2000). Sociocultural theory and second language learning. Oxford, England: Oxford University Press.
  • Lee, L. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83-100. Görüntüleme adresi ve tarihi,10 Mayıs 2015, http://llt.msu.edu/vol8num1/lee/defa- ult. html
  • Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.
  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. C. William, T. Ritchie; T. K. Bhatia (Yay.), Handbook of Second Language Acquisition (ss. 413-454) içinde. San Diego: Academic Press.
  • Lyster, R. ve Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation for form incommunicative classrooms. Studies in Second Language Acquisition, 17, 37–66.
  • Milk, R.D. (1990). Can foreigners do “foreigner talk?: A study of the linguistic input provi- ded by non-native teachers of EFL, Texas Papers in Foreign Language Education,1(4), 274–88.
  • Peterson, M. (2010). Learner Participation patterns and strategy use in Second Life: An exp- loratory case study, ReCALL: European Association for Computer Assisted Language Learning, 22(3), 273-292.
  • Pica, T. (1994). Research on negotiation: What does it reveal about second-language lear- ning conditions, processes, and outcomes? Language Learning, 44, 493-527.
  • Silverman, D. (2000). Doing Qualitative Research: A practical handbook, London: Thousand Oaks:Sage Publications.
  • Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87, 38-54.
  • Sotillo, S. (2000). Discourse functions and syntactic complexity in synchronous and asynch- ronous communication. Language Learning & Technology, 4(1), 82-119. Görüntüleme adresi ve tarihi, 10 Mayıs 2015, http://llt.msu.edu/vol4num1/sotillo/
  • Vygotsky, L. S. (1978). Mind and society: The development of higher psychological pro- cesses. Cambridge, MA: Harvard University Press.
  • Wang, C.; Song, H.; Xia, F ve Yan, Q. (2009). Integrating Second Life into an EFL prog- ram: Students´ perspectives, Journal of Educational Technology Development and Exchange, 2(1), 1-16.
  • Warburton, S. (2009). Second Life in higher education: Assessing potential for and the bar- riers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40 (3), 414–426.
  • Warschauer, M. ve Kern, R. (2000). Network-based language teaching: Concepts and prac- tice, Cambridge, England: Cambridge University Press.
  • Yamada, M.ve Akahori, K. (2007). Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of lear- ning objectives? Computer Assisted Language Learning, 20(1), 37-65.
  • Yin, R. K. (2003). Case study research: Design and methods, (3rd ed.), Thousand Oaks, CA: Sage.
There are 32 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Research Article
Authors

Semin Kazazoğlu This is me

Publication Date July 1, 2014
Submission Date January 1, 2014
Published in Issue Year 2014

Cite

APA Kazazoğlu, S. (2014). TECHNOLOGY-BASED INTERACTION IN FOREIGN LANGUAGE TEACHING: THE CASE OF SECOND LIFE. Dil Dergisi(164), 39-51. https://doi.org/10.1501/Dilder_0000000210