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The Impact of Text-Based Synchronous Computer-Mediated Communication and Face-to-Face Oral Communication on L2 Chinese Speaking Performance
The Impact of Text-Based Synchronous Computer-Mediated Communication and Face-to-Face Oral Communication on L2 Chinese Speaking Performance
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152123
- ISBN
- 9798383606629
- DDC
- 401
- 저자명
- Zhang, Xiaomeng.
- 서명/저자
- The Impact of Text-Based Synchronous Computer-Mediated Communication and Face-to-Face Oral Communication on L2 Chinese Speaking Performance
- 발행사항
- [Sl] : Arizona State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 244 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- 주기사항
- Advisor: Liao, Jianling.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2024.
- 초록/해제
- 요약Guided by both the interactionist and sociocultural learning theories, this study investigates the interactive communications in text-based synchronous computer-mediated communication (SCMC) and face-to-face (FTF) oral communication environments and the impacts they bring to subsequent L2 Chinese speaking. Learners' perspectives on using text-based SCMC and FTF conversations to prepare for oral presentations are also examined. Through quantitative and qualitative analysis and case study analysis, the current study revealed both similarities and differences between the two interactive learning environments and their impacts on subsequent speaking performance. From the interactionist learning perspective, both learning environments provided opportunities for learners to generate comprehensive input and output and engage in negotiation of meaning. The linguistic and ideational resources discussed in the two interactive environments served as good preparations for learners' subsequent individual speaking. However, FTF communications generated significantly more language output, number of turns, and language-related episodes (LREs) and showed significantly higher content richness than text-based SCMC, whereas text-based SCMC showed significantly higher syntactic complexity. Post-FTF speaking performance demonstrated significantly better fluency, more diverse and advanced lexical usages, and richer content, whereas post-SCMC speaking performance was syntactically more accurate, had more complex syntactic features, and received higher holistic ratings. Examining from the sociocultural learning perspective, while both learning environments allowed learners to collaborate and contribute to the co-construction of language and ideas, the two modes differed in the degree of equality in learners' participation and the extent to which learners performed languaging and peer scaffolding. The results showed that language contribution in text-based SCMC was more evenly distributed than in FTF conversations, suggesting a more equal learner participation. Moreover, although learners engaged in more LREs during FTF conversations, they did not necessarily transfer the discussed language forms to their speaking afterward. While both learning environments were perceived to be facilitative in helping learners prepare for individual speaking in L2 Chinese, learners perceived FTF communications as more efficient in eliciting peer scaffolding due to immediate clarification and feedback. The case study revealed that the two interactive learning environments exhibited differences in their affordances depending on learners' learning approaches and L2 speaking proficiency.
- 일반주제명
- Linguistics
- 일반주제명
- Computer science
- 일반주제명
- Communication
- 기타저자
- Arizona State University East Asian Languages and Civilizations
- 기본자료저록
- Dissertations Abstracts International. 86-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152123
■006m o d
■007cr#unu||||||||
■020 ▼a9798383606629
■035 ▼a(MiAaPQ)AAI31482129
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a401
■1001 ▼aZhang, Xiaomeng.
■24510▼aThe Impact of Text-Based Synchronous Computer-Mediated Communication and Face-to-Face Oral Communication on L2 Chinese Speaking Performance
■260 ▼a[Sl]▼bArizona State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a244 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: B.
■500 ▼aAdvisor: Liao, Jianling.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2024.
■520 ▼aGuided by both the interactionist and sociocultural learning theories, this study investigates the interactive communications in text-based synchronous computer-mediated communication (SCMC) and face-to-face (FTF) oral communication environments and the impacts they bring to subsequent L2 Chinese speaking. Learners' perspectives on using text-based SCMC and FTF conversations to prepare for oral presentations are also examined. Through quantitative and qualitative analysis and case study analysis, the current study revealed both similarities and differences between the two interactive learning environments and their impacts on subsequent speaking performance. From the interactionist learning perspective, both learning environments provided opportunities for learners to generate comprehensive input and output and engage in negotiation of meaning. The linguistic and ideational resources discussed in the two interactive environments served as good preparations for learners' subsequent individual speaking. However, FTF communications generated significantly more language output, number of turns, and language-related episodes (LREs) and showed significantly higher content richness than text-based SCMC, whereas text-based SCMC showed significantly higher syntactic complexity. Post-FTF speaking performance demonstrated significantly better fluency, more diverse and advanced lexical usages, and richer content, whereas post-SCMC speaking performance was syntactically more accurate, had more complex syntactic features, and received higher holistic ratings. Examining from the sociocultural learning perspective, while both learning environments allowed learners to collaborate and contribute to the co-construction of language and ideas, the two modes differed in the degree of equality in learners' participation and the extent to which learners performed languaging and peer scaffolding. The results showed that language contribution in text-based SCMC was more evenly distributed than in FTF conversations, suggesting a more equal learner participation. Moreover, although learners engaged in more LREs during FTF conversations, they did not necessarily transfer the discussed language forms to their speaking afterward. While both learning environments were perceived to be facilitative in helping learners prepare for individual speaking in L2 Chinese, learners perceived FTF communications as more efficient in eliciting peer scaffolding due to immediate clarification and feedback. The case study revealed that the two interactive learning environments exhibited differences in their affordances depending on learners' learning approaches and L2 speaking proficiency.
■590 ▼aSchool code: 0010.
■650 4▼aLinguistics
■650 4▼aForeign language instruction
■650 4▼aComputer science
■650 4▼aCommunication
■653 ▼aFace-to-face oral communication
■653 ▼aL2 Chinese speaking
■653 ▼aLanguage transfer
■653 ▼aPeer collaboration
■653 ▼aPeer interactions
■653 ▼aLanguage-related episodes
■690 ▼a0444
■690 ▼a0290
■690 ▼a0984
■690 ▼a0800
■690 ▼a0459
■71020▼aArizona State University▼bEast Asian Languages and Civilizations.
■7730 ▼tDissertations Abstracts International▼g86-02B.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163010▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
