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A Study on Online Dialogue from Chinese English Learners

Author: WangYing
Tutor: LiuYan
School: Shandong Agricultural University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Network dialogue Ask a Question - summative Debating Interactive form Cognitive skills Language production Social and cultural theory
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 92
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Abstract

Social and cultural theory (sociocultural theory), the essence of human intellectual activity society, the development of human intelligence is the result of the interaction of individuals, their social environment, and depends on the language and other symbol systems intermediary. Communicative activities in the use of language plays a central role in the development of human cognitive abilities, but also in the process of cognitive development, language also get extended and improved. Therefore, we in the foreign language teaching is necessary to develop students' language ability, but also to promote their cognitive development. Under the influence of the social and cultural theory, an increasing number of researchers (Firth and Wagner, 1997: 286) started to pay attention to the interaction of language learning, situational dimension and from Thematic angle (emic.) to understand the interaction of language learning. The one hand, the study of foreign language teaching began to think about how to provide more communicative language learners, on the other hand, the role of language output (languaging) the progress of thinking extended the scope of the study of a foreign language teaching (Swain, 2008). Network dialogue (online dialogue) is a language as an intermediary for the social activities and intellectual activity, has become a widespread use of Computer Assisted Language Learning (CALL) resources. However, the domestic network dialogue study paid little attention to the communicative activities contact with mental activity. Neglect of language learning cognitive factors makes the domestic content of the study, there are many inadequacies, more importantly, a considerable influence on the development of language learners' cognitive ability. The main purpose of this study is that starting from the emic perspective, to explore the the network dialogue interaction of psychological processes, in-depth understanding of how language learners express their meaning in communication with others, communicative language learning activities and mental activities How linked. To achieve the purpose of this study, we compared two different forms of network conversation (questions - Summary dialogue and debate dialogue) in interactive mode, the application of cognitive skills and language production exist similarities and differences. The research environment is a network-based extracurricular English learning project. Network communication tools used in the project is OICQ (also known as QQ) chat system, and the participants are the eight students and a teacher in a university. The research methods used in this study is a content analysis-based, and a combination of interviews and teacher observation. In the collection process of the material, the researchers used the interactive icon, cognitive skills coding areas tools for quantitative and qualitative data; proportion differences significant test means of quantitative and qualitative analysis. For interactive mode Comparative studies show that: (1) two network dialogue presents high interactivity and participation, as well as different levels of participant contribution; (2) questions - summative dialogue presents \interactive form, argumentative dialogue presents \A comparative study of the application of cognitive skills that: (1) two network dialogue for the application of a variety of cognitive skills to provide a platform, one of the most frequent cognitive skills, including asking questions to clarify and synthesis; (2) some cognitive skills (such as suggestions and proposed solutions) is more commonly used in the dialogue of questions - summative, and some other cognitive skills (eg, asking, do not agree with) more generally applied in a debate-style dialogue. Comparative Study of language output shows that: (1) two network dialogue both rich language output; (2) two network dialogue outside the classroom language production mainly includes three aspects - Summary dialogue, summarize dialogue in language errors, provide a useful phrase expression. In addition, through interviews and observation, the researchers found that: (1) students in the harvest, such as the improvement of electronic literacy and unity among the companions of the network learning project; (2) network learning traditional The teacher-student boundaries are slowly fading. On this basis, the researchers provide some suggestions for the Foreign Language Teaching. In short, the study at the theoretical level, for the study of the combination of social and cultural theory and computer-mediated communication (CMC) as well as the research methods in the field of rich examples; practical level, how to better English teaching the use of network dialogue brings enlightenment.

A Study on Online Dialogue from Chinese English Learners

Abstract

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