Meaning negotiation in task-based videoconferencing
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Abstract
This study aims at investigating interaction in videoconferencing in order to determine its effectiveness as a tool for second language learning. It examines, first, whether meaning negotiation occurring in videoconferencing follows the four phases of the Varonis and Gass model for face-to-face conversation, second, it explains how meaning negotiation occurs, moves, and ends. Lastly, this paper examines the unique features of spoken English in task-based videoconferencing. The data were collected from the transcripts, a post survey, and interviews of eight college English majors participating in three week long videoconferencing sessions. The data reveal that videoconferencing is very similar to face-to-face communication and could provide positive conditions for spoken language acquisition. However, the data also imply possible difficulties when videoconferencing is applied to language classrooms, due to its limitations. In most cases, comprehension difficulty and frequent communication breakdowns in video-based interaction resulted in the excessive use of communication strategies. This excessive use of communication strategies can slow the flow of the conversation and discourage language learners from communicating in the target language. Therefore, these limitations should be considered when language lessons using videoconferencing are designed.
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