Leone per INTENT e Miami
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This document discusses telecollaboration research and teaching at the University of Salento in Italy. It describes how teletandem is implemented there involving oral and written interaction between students in Italy and other universities around the world. Research topics examined through empirical analysis of video recordings and transcripts include discourse structure, interactional dominance, and pragmatic dimensions. The corpus collected is used for both research and developing data-driven language learning tasks. The goal is to strengthen interlanguage abilities through collaboration, negotiation of meaning, and a sociocognitive view of language learning.
Leone per INTENT e Miami
- 1. From Teletandem to usage based tasks: learning after doing Paola Leone Universit del Salento, Italy
- 2. Topics: How telecollaboration is implemented at University of Salento, Italy; Research topics on telecollaboration ; Research and teaching: Usage based/corpora based tasks.
- 3. Telecollaboration Written Interaction Blog, forum, etc. Oral interaction Teletandem face to face tandem version (Brammerts, 2003), Teletandem Reciprocity same time for L1 and L2; Learning in collaboration (e.g. Telles 2009) Learning autonomously students must plan their activity on their own (Telles & Vassallo 2006)
- 4. Europe North, Central and South America Universidade Estadual Paulista University of Hawaii University of Miami University of Washington Seattle University Virginia Commonwealth University (VCU) Truman State University Georgetown University Universidad Nacional Autonoma de M辿xico University of Southampton University of Bonn University of Lille 3 University of Salento University of Bologna Asia Universidade de Chulalongkorn (Thailand) University of Yamaguchi Teletandem network
- 5. Interistitutional international collaboration Positive: effective collaboration with colleagues working abroad. It can be a first step towards internationalization Problems: Two institutions, two different institutionalization forms, different students motivation and involvement Intra-istitutional collaboration Teletandem at Universit del Salento (unisalento): Positive: Professors/Language Instructors of different languages work together. Problems: different level of familiarity with ICT, workload, shortage of financing Teletandem(Tele)collaboration
- 6. Institutionalization - Teletandem is combined with workshops on different topics (e.g. open resources on the web for autonomous learning, webcef, intercultural communication) - Teletandem can be combined with written telecollaboration - It is part of an optional exam; - It lasts usually 12 sessions (1 hr each); - It is based either on free conversation or on topic oriented discussions
- 7. (Tele)collaboration at unisalento Telecollaboration (Teletandem and/or written interaction) Aims Professors and/or language instructors Involved Italian- English (University of Southampton) To develop: - oral skills; - oral and written computer mediated interaction Professors (e.g. English Literature) language instructors Italian/English language Italian German (University of Bonn) To develop oral computer mediated interaction Professors and language instructors Intercomprehension Romance languages (Universidade Estadual Paulista) MIRIADI To develop: - oral intercomprehension - written intercomprehension Professors and language instructors
- 8. Research Experience Empirical Approach Video-recordings Transcription Corpus: COMETE (COrpus Multilingue di E-learning and TElecollaboration E-learning: Tasks employing digital technolgies (e.g. clouds) Corpus include (in progress): - Data for research purposes - Data as pedagogycal resource for authonomous language learning (e.g. tasks but also videoclips)
- 9. Research topics: - Discourse structure (e.g. focus on form and focus on meaning sequences; Leone 2009; Leone 2013) - Interactional dominance (i.e. role of participants in interaction in relation to content expertize - Pragmatic interactional dimension (i.e. the use of discourse markers: De Marco & Leone 2012; forthcoming)
- 10. Intercomprehension among Romance languages (intercomprensione tra le lingue romanze) - Formal instruction effects over communication (i.e. Communicative Strategies before and after formal instruction on intercomprehension) Future research (march 2014)-Unisalento-UNESP
- 11. Research and Teaching Corpus- based language pedagogy (e.g. Tognini Bonelli 2001; Belz, Vyatkina 2008) Form-focused instruction during classroom activities Data-driven learning (John 1986) Learners: participants and observers (Aston, Gavioli 2001; Belz, Vyatkina 2008)
- 12. Learning scenario: Collaboration and troubleshooting Phase 1. L2 language level. 2. We learn interacting Contents Objectives. To strenghten Interlanguage - Metacommunicative and cognition abilities - An interationist Interactionist conception of language theory, learning (Long 1981; Gass, sociocostructi Varonis 1985) change vism believes and attitudes - Motivation 3. Negotiation Troubleshooting of meaning Resources: Video-recordings clips (COMETE) of Teletandem sessions