Videoconferencing for English Language Teaching and Cultural Learning
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This study investigates how videoconferencing contributes to teaching English language as a foreign language and cultural learning in L2 education. Because of the inseparable relationship between language and culture, (inter)cultural learning in foreign language education can provide the power and knowledge to gain critical understanding of each other. It presents a case study that carefully analyzes the virtual classroom interactions of one middle school student learning English through internet-mediated videoconferencing. A Microethnographic approach to discourse analysis is used in this research, in order to elaborately analyze moment-by-moment interactions through the new technology. The study shows that videoconferencing can promote a better understanding of the target culture. In particular, the language learner can acquire culture-specific connotations in vocabulary and gestures through interactions using videoconferencing. It also presents that the student can be aware of cultural differences through multimodal videoconferencing, which is a meaningful element in L2 education. This helps the learner look with fresh eyes at the target culture and language.
Abstract
This study investigates how videoconferencing contributes to teaching English language as a foreign language and cultural learning in L2 education. Because of the inseparable relationship between language and culture, (inter)cultural learning in foreign language education can provide the power and knowledge to gain critical understanding of each other. It presents a case study that carefully analyzes the virtual classroom interactions of one middle school student learning English through internet-mediated videoconferencing. A Microethnographic approach to discourse analysis is used in this research, in order to elaborately analyze moment-by-moment interactions through the new technology. The study shows that videoconferencing can promote a better understanding of the target culture. In particular, the language learner can acquire culture-specific connotations in vocabulary and gestures through interactions using videoconferencing. It also presents that the student can be aware of cultural differences through multimodal videoconferencing, which is a meaningful element in L2 education. This helps the learner look with fresh eyes at the target culture and language.
참고문헌 (34)
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