Telecollaboration in a secondary school contextNegotiation of meaning in English as a lingua franca/Spanish tandem interactions

Bibliographic References

• Beauvois, Margaret Healey. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25, pp. 455-464. doi: http://dx.doi.org/10.1111/j.1944-9720.1992.tb01128.x
• Belz, Jackie. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), pp. 68–117. Retrieved from http://llt.msu.edu/vol7num2/belz/default.html
• Blake, Robert. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120–136. Retrieved from http://llt.msu.edu/vol4num1/blake/default.html
• Blake, R.; Zyzik, Eve. (2003). Who’s helping whom?: Learner/heritage speakers’ networked discussions in Spanish. Applied Linguistics, 24(4), pp. 519–544. doi: 10.1093/applin/24.4.519 http://dx.doi.org/10.1093/applin/24.4.519
• Chun, Dorothy M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22 (1), pp. 17-31. doi: http://dx.doi.org/10.1016/0346-251X(94)90037-X
• Fernández-García, Marisol; Asunción Martínez-Arbelaiz (2002). Negotiation of meaning in nonnative speaker-nonnative speaker synchronous discussions. CALICO Journal, 19(2), 279-284. doi: 10.1558/cj.v19i2.279-284
• Gass, Susan M.; Evangeline. M. Varonis (1985). Task variation and nonnative/nonnative negotiation of meaning. Input in Second Language Acquisition. Eds. S. M. Gass & C. G. Madden. Rowley, MA: Newbury House, pp. 149-161.
• Gass, Susan M.; Evangeline M. Varonis (1986). Sex differences in non-native speaker/nonnative speaker interactions. Talking to learn: Conversation in Second Language Acquisition. Ed. R. R. Day. Cambridge, MA: Newbury House, pp. 327-351.
• Hewitt, Jim; Clare Brett (2007). The relationship between class size and online activity patterns in asynchronous computer conferencing environments. Computers and Education, 49(4), pp. 1258–1271. doi: http://dx.doi.org/10.1016/j.compedu.2006.02.001
• Iwasaki, Junko; Rhonda Oliver (2003). Chat-line interaction and negative feedback. Occasional Thematic Issue of the Australian Review of Applied Linguistics (ARAL), 17, pp. 60–73.
• Kelm, Orlando R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25 (5), pp. 441-453. doi: http://dx.doi.org/10.1111/j.1944-9720.1992.tb01127.x
• Kern, Richard G. (1995). Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79, pp. 457-476.
• Kötter, Markus (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145–172. Retrieved from http://llt.msu.edu/vol7num2/kotter/default.html
• Krashen, Stephen (1985). The Input Hypothesis: Issues and Implications. New York: Longman.
• Lee, Lina (2001). Online interaction: negotiation of meaning and strategies used among learners of Spanish. ReCALL, 13(2), 232-244. doi: http://dx.doi.org/10.1017/S0958344001000829a
• Lee, Lina (2006). A study of native and nonnative speakers’ feedback and responses in Spanish-American networked collaborative interaction. Internet-Mediated Intercultural Foreign Language Education. Eds. J. Belz & S. Thorne. Boston: Thomson Heinle, pp. 147–176.
• Long, Michael H. (1996). The role of the linguistic environment in second language acquisition. Handbook of Research on Language Acquisition. Vol. 2: Second Language Acquisition. Eds. W. C. Ritchie and T. K. Bhatia. New York: Academic, pp. 413–468.
• Mackey, Alison (1995). Stepping up the place: input, interaction and interlanguage development. An empirical study of questions in ESL. Unpublished doctoral dissertation, University of Sydney, Australia.
• O’Dowd, Robert (2003). Understanding the ‘other side’: Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology 7(2), pp. 118–144. Retrieved from http://llt.msu.edu/vol7num2/odowd/default.html
• O’Dowd, Robert (2007). Evaluating the outcomes of online intercultural exchange. ELT Journal 6(2), pp. 144–152. http://dx.doi.org/10.1093/elt/ccm007
• Pica, Teresa (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44 (3), pp. 493-527. doi: http://dx.doi.org/10.1111/j.1467-1770.1994.tb01115.x
• Pica, Teresa; Catherine Doughty (1985). Input and interaction in the communicative language classroom: A comparison of teacher-fronted and group activities. Input in Second Language Acquisition. Eds. S. M. Gass and C. Madden. Rowley, MA: Newbury House, pp. 115-132.
• Pica, Teresa; Ruth Kanagy; Joseph Falodun (1993). Choosing and using communication tasks for second language instruction and research. Tasks and Second Language Learning: Integrating Theory and Practice. Eds. G. Crookes and S. M. Gass. Clevedon: Multilingual Matters, Ltd, pp. 9-34.
• Scarcella, Robin C.; Corrine Higa, (1981). Input, negotiation, and age differences in second language acquisition. Language Learning, 31 (2), pp. 409-438.
• Schmidt, Richard W. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, pp. 11–26.
• Schwienhorst, Klaus (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer Assisted Language Learning, 16(5), pp. 427–443. doi: http://dx.doi.org/10.1076/call.16.5.427.29484
• Smith, Bryan (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(1), pp. 38–57. doi: http://dx.doi.org/10.1111/1540-4781.00177
• Smith, Bryan (2005). The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly, 39(1), pp. 33–58. http://dx.doi.org/10.2307/3588451
• Sotillo, Susana M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning & Technology, 4(1), pp. 82–119. Retrieved from http://llt.msu.edu/vol4num1/sotillo/default.html
• Sotillo, Susana M. (2005). Corrective feedback via Instant Messenger learning activities in NS-NNS and NNSNNS dyads. CALICO Journal, 22(3), pp. 467–496.
• Su, Bude; Curtis J. Bonk; Richard J. Magjuka; Liu Xiaojing; Seung-hee Lee (2005). The importance of interaction in web-based education: A program-level case study of online MBA courses. Journal of Interactive Online Learning, 4(1), pp. 1–19.
• Sullivan, Nancy; Ellen Pratt, (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 29, pp. 491-501. doi: http://dx.doi.org/10.1016/S0346-251X(96)00044-9
• Swain, Merill (1995). Three functions of output in second language learning. Principle and Practice in Applied Linguistics: Studies in Honor of H. G. Widdowson. Eds. G. Cook. and B. Seidlhofer. Oxford: Oxford University Press, pp. 125–144.
• Tomlin, Russell S.; Victor Villa (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16: pp. 183–204. http://dx.doi.org/10.1017/S0272263100012870
• Varonis, Evangeline M.; Susan Gass (1985a). Miscommunication in native/non-native conversation. Language in Society, 14 (3), pp. 327-343.
• Varonis, Evangeline M.; Susan Gass (1985b). Non-native/non-native conversations: A model for the negotiation of meaning. Applied Linguistics, 6, pp. 71-90. doi: http://dx.doi.org/10.1093/applin/6.1.71
• Walsh, Steve (2002). Construction or obstruction: teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), pp. 3-23. doi: http://dx.doi.org/10.1191/1362168802lr095oa
• Wang, Yuping (2006). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18(1), pp. 122-145. http://dx.doi.org/10.1017/S0958344006000814
• Ware, Paige; Maria Luisa Pérez-Cañado (2007). Grammar and feedback: Turning to language form in telecollaboration. Online Intercultural Exchange: An Introduction for Foreign Language Teachers. Ed. R. O’Dowd. Clevedon: Multilingual Matters, pp. 107–126.
• Ware, Paige; Claire Kramsch (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. The Modern Language Journal, 89(2), pp. 190–205. doi: http://dx.doi.org/10.1111/j.1540-4781.2005.00274.x
• Ware, Paige; Robert O’Dowd (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1), pp. 43–63. Retrieved from http://llt.msu.edu/vol12num1/wareodowd/default.html
• Warschauer, Mark (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13, pp. 7-25.
• White, Lydia (1987). Against comprehensible input: the input hypothesis and the development of L2 competence. Applied Linguistics, 8, pp. 95–110.
• Willis, Jane (1996). A Framework for Task-based Learning. London: Longman.