Analysis of telecollaborative exchanges among secondary education studentscommunication strategies and negotiation of meaning

  1. Begoña Clavel-Arroitia 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Any de publicació: 2019

Número: 31

Pàgines: 97-116

Tipus: Article

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Altres publicacions en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resum

Este estudio presenta el análisis de un corpus de 12 interacciones telecolaborativas grabadas en video entre estudiantes británicos y españoles de educación secundaria durante un proyecto telecolaborativo financiado por la Comisión Europea. El principal objetivo es analizar la negociación de significado en estos intercambios, que son percibidos en la literatura como una señal significativa de interacción. Es esencial estudiar ocasiones de telecolaboración para identificar las posibles potencialidades en la adquisición de competencias comunicativas e interculturales. El modelo de Interacción Negociada Mediada por Ordenador de Smith (2005), basado en Varonis y Gass (1985), se emplea para analizar las interacciones por video entre los estudiantes españoles y británicos para observar cómo manejan errores lingüísticos u otro tipo de errores de comunicación durante interaciones sincrónicas entre iguales. Los resultados muestran que los alumnus emplean una amplia variedad de estrategias de negociación del significado, evitando correcciones explícitas a no ser que resulte absolutamente necesario con el fin de no interrumpir la comunicación. También se observó destreza en técnicas de corrección y de resolución de problemas de comunicación. Estas estrategias indujeron interacciones fluidas y eficiencia en la finalización de tareas. Se percibió que los alumnos enseguida estaban preparados para tomar la iniciativa a la hora de afrontar la negociación de significado, corrección y recibieron apoyo, tareas que son normalmente llevadas a cabo por los profesores en ámbitos más tradicionales.

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