About this paper

Appears in:
Pages: 2009-2015
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1423

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

AFFORDANCES OF A TASK-BASED SPEAKING PRACTICE IN AN E-TANDEM PLATFORM: THE ISSUE AROUND NATIVE AND NON-NATIVE SPEAKERS

M. Fondo-Garcia1, P. Carroll2, C. Faber2

1Universitat Oberta de Catalunya (SPAIN)
2Saarland University (GERMANY)
So far language learning in e-tandem has been understood as an online language exchange between two native speakers of each other’s target language (Brammerts, 2001). The positive effects of e-tandem, providing speaking practice with native speakers of the target language through computer-mediated communication (CMC), have been researched extensively in the last two decades (see for example: Little & Brammerts, 1996; Fernández-García & Martínez-Arbelaiz, 2002; Lee, 2004; O’Dowd, 2007; Smith, 2003; Ushioda, 2000) However, in a globalized world the chances of speaking a second language with a native speaker is equally as likely as communicating in the L2 with a non-native speaker, using the L2 as a lingua franca. Therefore, exploring the benefits of carrying out speaking practice between non-native speakers in e-tandem could bring new pedagogical insights for language learning in e-tandem while also freeing up a larger community of partners for speaking practice in order to guarantee more opportunities of language exchange. From the Sociocultural Theory perspective, the expert/non-expert relationship in which the Zone of Proximal Development (ZPD) is created (Vygotsky, 1986) can also be possible between two non-native speakers even if they have the same proficiency level (Swain, 1997). In this case, the learners play both roles (expert and apprentice) indistinctly as has been showed in different studies (Coughlan & Duff, 1994; Donato, 1994; Swain, 1997). Based on an action research praxis the present study aims to explore the affordances and limitations of the SpeaQ With Me project, an online language learning environment, in order to better provide online speaking practice to learners. The website is inspired by social networks interfaces and offers peer to peer speaking practice in a community of language practitioners (native and non-native) from all around the world. The site also provides language learning activities that speaking partners can use during the chat to guide or support the conversation. The study explores the ecology of the language learning environment created by the SpeaQ With Me team. Therefore, the affordances of the communication tools, learning tools and the different communicative task types implemented in the platform are carefully analysed from the platform users, designers (Saarland University) and researchers (Universitat Oberta de Catalunya) perspectives. In addition, the study examines the affordances of traditional e-tandem versus e-tandem between non-native speakers aiming to better understand the pros and cons of practising a target language either with a native or non-native speaker. This article first reflects on the affordances of video conference for speaking practice (e-tandem) in a task-based environment to, later on, introduce the controversial reality of speaking practice among non-native speakers of the target language. The action research design, development and implementation are showed in the methodology section as well as the preliminary results of the study.
@InProceedings{FONDOGARCIA2017AFF,
author = {Fondo-Garcia, M. and Carroll, P. and Faber, C.},
title = {AFFORDANCES OF A TASK-BASED SPEAKING PRACTICE IN AN E-TANDEM PLATFORM: THE ISSUE AROUND NATIVE AND NON-NATIVE SPEAKERS},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1423},
url = {http://dx.doi.org/10.21125/edulearn.2017.1423},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {2009-2015}}
TY - CONF
AU - M. Fondo-Garcia AU - P. Carroll AU - C. Faber
TI - AFFORDANCES OF A TASK-BASED SPEAKING PRACTICE IN AN E-TANDEM PLATFORM: THE ISSUE AROUND NATIVE AND NON-NATIVE SPEAKERS
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1423
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 2009
EP - 2015
ER -
M. Fondo-Garcia, P. Carroll, C. Faber (2017) AFFORDANCES OF A TASK-BASED SPEAKING PRACTICE IN AN E-TANDEM PLATFORM: THE ISSUE AROUND NATIVE AND NON-NATIVE SPEAKERS, EDULEARN17 Proceedings, pp. 2009-2015.
User:
Pass: