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Japanese EFL learners’ negotiated interaction during convergent and divergent tasks in SCMC

Japanese EFL learners’ negotiated interaction during convergent and divergent tasks in SCMC. Daniel O. Jackson J.F. Oberlin University, Tokyo. Overview. Introduction Task-based synchronous CMC Background to the study Method Participants Procedures Tasks in the study Results Discussion.

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Japanese EFL learners’ negotiated interaction during convergent and divergent tasks in SCMC

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  1. Japanese EFL learners’ negotiated interaction during convergent and divergent tasks in SCMC Daniel O. Jackson J.F. Oberlin University, Tokyo JALTCALL 2007

  2. JALTCALL 2007

  3. JALTCALL 2007

  4. Overview • Introduction • Task-based synchronous CMC • Background to the study • Method • Participants • Procedures • Tasks in the study • Results • Discussion JALTCALL 2007

  5. Tasks in synchronous CMC • Learners can negotiate for meaning, achieve mutual comprehension, and modify production (Pellettieri, 2000) • Task type affects negotiation: jigsaw > information gap and decision-making (Blake, 2000) • Seeding may increase negotiation: decision-making > jigsaw (Smith, 2003) JALTCALL 2007

  6. Negotiated interaction(From Varonis & Gass, 1985, p. 74) T I > R > RR JALTCALL 2007

  7. Negotiated interaction S1: if you have a job you don’t like, you might quit and no enthusiamto work S1: it is no fun in your life. S2: What does enthusiam mean? S1: this means you have no interesting for working S2: I see, thank you. JALTCALL 2007

  8. Tasks in synchronous CMC • Degree of task structure influences communication in CMC -- less teacher-directed task structures encourage metalanguage (Lamy, 2007) JALTCALL 2007

  9. Background to the study • Integrate CMC tasks in an EAP course for English majors at a private university in Japan • Adopt pedagogic task types • Employ a classroom research strategy that builds on existing findings JALTCALL 2007

  10. Purpose • Compare EFL learners’ interaction during convergent and divergent tasks in synchronous CMC JALTCALL 2007

  11. Goal orientation (adapted from Duff, 1986, p. 150) Shared goal Split goal S1 S2 S1 S2 Problem Issue, opinion, debate Convergent task Divergent task JALTCALL 2007

  12. Summary of Duff (1986) • Words Con. = Div. • Turns Con. > Div. • Words/Turn Div. > Con. • S-nodes/C-unit Div. > Con. • Questions • Confirmation checks Con. > Div. • Referential questions Con. > Div. JALTCALL 2007

  13. Participants • Female English majors taking EAP • 2nd year • L1 Japanese • Most reported having used chat • All had taken a computer lit course • 19 students (both tasks) JALTCALL 2007

  14. Procedures • CMC tasks in weeks 5, 8 & 11 • T explained the tasks to the class • Ss read instructions and logged into Moodle • Chat module/grouping were used • Ss typed messages for 20 mins./task • Chat logs saved by T • Survey carried out in week 11 JALTCALL 2007

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  17. Tasks examined in the study Decision-making - con. Opinion exchange - div. JALTCALL 2007

  18. Measures • Words, turns, words per turn • Referential Qs, comprehension checks, clarification requests, and confirmation checks (inter-rater reliability was 92%) • Clauses per C-unit (following Chaudron, 1988; Crookes, 1990; Foster, 1998; Robinson, 2001; Djapoura, 2005) JALTCALL 2007

  19. Clauses per c-unit S3: Yes, you may feel happy if you do a job you love, but, after that, having a lot of money can be more happier… S4: Actually, I agree with your opinion!! JALTCALL 2007

  20. Summary of results • Participants typed 18% more words in the divergent task (1352) than in the convergent task (1142) • The convergent task contained 36% more turns (225) than the divergent task (166) • Average WPT was 9.61 in the divergent task (SD=4.28) and 6.08 in the convergent task (SD=2.58) JALTCALL 2007

  21. Summary of results • Participants typed 18% more words in the divergent task (1352) than in the convergent task (1142) • The convergent task contained 36% more turns (225) than the divergent task (166) • Average WPT was 9.61 in the divergent task (SD=4.28) and 6.08 in the convergent task (SD=2.58) JALTCALL 2007

  22. Summary of results • There were more than 3 times the number of referential questions in the convergent task (51) than in the divergent task (14) • Amount of negotiation for meaning was similar (and low) across both tasks • The average CPC was 1.39 in the convergent task (SD=.37) and 1.78 in the divergent task (SD=.27) JALTCALL 2007

  23. Summary of results • There were more than 3 times the number of referential questions in the convergent task (51) than in the divergent task (14) • Amount of negotiation for meaning was similar (and low) across both tasks • The average CPC was 1.39 in the convergent task (SD=.37) and 1.78 in the divergent task (SD=.27) JALTCALL 2007

  24. The individual dimension:Responses to F2F and CMC JALTCALL 2007

  25. The individual dimension:Participants’ written comments • “There were times when replies in the chats came late” • “In chat I couldn’t write the things I wanted to write…I want to become able to do it properly” • “Chats took time to reply to and I’m not a skilled typist, but it was fun” JALTCALL 2007

  26. Limitations • Grouping • Not all participated in both tasks • Measurement • Tasks not counterbalanced • 5-week interval between tasks • Survey timing JALTCALL 2007

  27. Discussion • Different effects on production in CMC • Low frequency of modified interaction • Ability, motivation, interest ratings may vary JALTCALL 2007

  28. Contact information Daniel Jackson danielja@obirin.ac.jp JALTCALL 2007

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