Task-Based Computer-Mediated Negotiation in an EFL Context: The Ins and Outs of Online Negotiation of Meaning Using Language Learning Tasks

 
9783639222340: Task-Based Computer-Mediated Negotiation in an EFL Context: The Ins and Outs of Online Negotiation of Meaning Using Language Learning Tasks
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The book mainly investigates task-based, synchronous computer-mediated communication (CMC) among EFL learners of English. It specifically explores (a) how learners negotiate for meaning when they interact in CMC in terms of frequency of negotiations, its causes, and the phases of resolving communication breakdown, (b) the relationship between the task type and the amount of negotiation that transpires, and (c) the learners? perceptions about their task-based interaction in CMC. 24 NNS-NNS dyads collaboratively completed 6 communicative tasks falling under 3 task types while chatting in Moodle. The interaction scripts reveal that learners do negotiate for meaning in CMC when communication breaks down. The causes of these negotiations varied in the chat scripts but they were mainly content and lexical triggers. The observed differences in the online negotiations call for a new model of computer-mediated negotiation. The results also suggested that task type did have an effect on how much learners negotiated for meaning. Finally the interview data revealed the different views the learners held about the tasks and how they influenced their interaction, language learning, and their CMC.

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Ali Al-Bulushi (author)
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Bulushi, Ali Al-
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Book Description Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | The Ins and Outs of Online Negotiation of Meaning Using Language Learning Tasks | The book mainly investigates task-based, synchronous computer-mediated communication (CMC) among EFL learners of English. It specifically explores (a) how learners negotiate for meaning when they interact in CMC in terms of frequency of negotiations, its causes, and the phases of resolving communication breakdown, (b) the relationship between the task type and the amount of negotiation that transpires, and (c) the learners perceptions about their task-based interaction in CMC. 24 NNS-NNS dyads collaboratively completed 6 communicative tasks falling under 3 task types while chatting in Moodle. The interaction scripts reveal that learners do negotiate for meaning in CMC when communication breaks down. The causes of these negotiations varied in the chat scripts but they were mainly content and lexical triggers. The observed differences in the online negotiations call for a new model of computer-mediated negotiation. The results also suggested that task type did have an effect on how much learners negotiated for meaning. Finally the interview data revealed the different views the learners held about the tasks and how they influenced their interaction, language learning, and their CMC. | Format: Paperback | Language/Sprache: english | 340 gr | 220x150x12 mm | 244 pp. Seller Inventory # K9783639222340

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Book Description VDM Verlag Jan 2010, 2010. Taschenbuch. Condition: Neu. Neuware - The book mainly investigates task-based, synchronous computer-mediated communication (CMC) among EFL learners of English. It specifically explores (a) how learners negotiate for meaning when they interact in CMC in terms of frequency of negotiations, its causes, and the phases of resolving communication breakdown, (b) the relationship between the task type and the amount of negotiation that transpires, and (c) the learners perceptions about their task-based interaction in CMC. 24 NNS-NNS dyads collaboratively completed 6 communicative tasks falling under 3 task types while chatting in Moodle. The interaction scripts reveal that learners do negotiate for meaning in CMC when communication breaks down. The causes of these negotiations varied in the chat scripts but they were mainly content and lexical triggers. The observed differences in the online negotiations call for a new model of computer-mediated negotiation. The results also suggested that task type did have an effect on how much learners negotiated for meaning. Finally the interview data revealed the different views the learners held about the tasks and how they influenced their interaction, language learning, and their CMC. 244 pp. Englisch. Seller Inventory # 9783639222340

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Book Description VDM Verlag Jan 2010, 2010. Taschenbuch. Condition: Neu. Neuware - The book mainly investigates task-based, synchronous computer-mediated communication (CMC) among EFL learners of English. It specifically explores (a) how learners negotiate for meaning when they interact in CMC in terms of frequency of negotiations, its causes, and the phases of resolving communication breakdown, (b) the relationship between the task type and the amount of negotiation that transpires, and (c) the learners perceptions about their task-based interaction in CMC. 24 NNS-NNS dyads collaboratively completed 6 communicative tasks falling under 3 task types while chatting in Moodle. The interaction scripts reveal that learners do negotiate for meaning in CMC when communication breaks down. The causes of these negotiations varied in the chat scripts but they were mainly content and lexical triggers. The observed differences in the online negotiations call for a new model of computer-mediated negotiation. The results also suggested that task type did have an effect on how much learners negotiated for meaning. Finally the interview data revealed the different views the learners held about the tasks and how they influenced their interaction, language learning, and their CMC. 244 pp. Englisch. Seller Inventory # 9783639222340

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Book Description VDM Verlag Jan 2010, 2010. Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Neuware - The book mainly investigates task-based, synchronous computer-mediated communication (CMC) among EFL learners of English. It specifically explores (a) how learners negotiate for meaning when they interact in CMC in terms of frequency of negotiations, its causes, and the phases of resolving communication breakdown, (b) the relationship between the task type and the amount of negotiation that transpires, and (c) the learners perceptions about their task-based interaction in CMC. 24 NNS-NNS dyads collaboratively completed 6 communicative tasks falling under 3 task types while chatting in Moodle. The interaction scripts reveal that learners do negotiate for meaning in CMC when communication breaks down. The causes of these negotiations varied in the chat scripts but they were mainly content and lexical triggers. The observed differences in the online negotiations call for a new model of computer-mediated negotiation. The results also suggested that task type did have an effect on how much learners negotiated for meaning. Finally the interview data revealed the different views the learners held about the tasks and how they influenced their interaction, language learning, and their CMC. 244 pp. Englisch. Seller Inventory # 9783639222340

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Book Description VDM Verlag, Germany, 2010. Paperback. Condition: New. Language: English . Brand New Book. The book mainly investigates task-based, synchronous computer-mediated communication (CMe among EFL learners of English. It specifically explores (a) how learners negotiate for meaning when they interact in CMC in terms of frequency of negotiations, its causes, and the phases of resolving communication breakdown, (b) the relationship between the task type and the amount of negotiation that transpires, and (c) the learners perceptions about their task-based interaction in CMC. 24 NNS-NNS dyads collaboratively completed 6 communicative tasks falling under 3 task types while chatting in Moodle. The interaction scripts reveal that learners do negotiate for meaning in CMC when communication breaks down. The causes of these negotiations varied in the chat scripts but they were mainly content and lexical triggers. The observed differences in the online negotiations call for a new model of computer-mediated negotiation. The results also suggested that task type did have an effect on how much learners negotiated for meaning. Finally the interview data revealed the different views the learners held about the tasks and how they influenced their interaction, language learning, and their CMC. Seller Inventory # KNV9783639222340

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