Artifacts and cultures-of-use in intercultural communication

Language Learning and Technology

Volumn 7, Issue 2, 2003, Pages 38-67

  Thorne, Steven L ^a,b,c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b Center for Language Acquisition   (United States)

^c Ctr Adv Lang Proficiency Educ R   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346049322     PISSN: 10943501     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (111)

1. Agar, M. (1994). Language shock: Understanding the culture of conversation. New York: William Morrow.
2. Alm-Lequeux, A. (2001). Using the Internet as a zone of proximal development for teaching indirect speech: A Vygotskian approach. Die Unterrichtspraxis/The Teaching of German, 34(1),1-9.
3. Archer, M. S. (1995). Realist social theory: A morphogenetic approach. Cambridge, England: Cambridge University Press.
4. Belz, J. A. (2001). Institutional and individual dimensions of transatlantic group work in network-based foreign language teaching. ReCALL, 13(2), 213-231.
5. Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60-81. Retrieved February 16, 2002, from http://llt.msu.edu/vol6num1/belz/
6. Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology 7(2), 68-117. Available in this issue at http://llt.msu.edu/vol7num2/belz/
7. Belz, J. A., & Kinginger, C. (2002). The cross-linguistic development of address form use in telecollaborative language learning: Two case studies. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 59(2), 189-214.
8. Belz, J. A., & Kinginger, C. (in press). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53(2).
9. Bhabha, H. (1994). The location of culture. New York: Routledge.
10. Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120-136. Retrieved February 15, 2002, from http://llt.msu.edu/vol4num1/ blake/
11. Bødker, S. (1997). Computers in mediated human activity. Mind, Culture and Activity, 4(3), 149-158.
12. Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, England: Cambridge University Press.
13. Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA.: Harvard University Press.
14. Boxer, D. (2002). Discourse issues in cross-cultural pragmatics. Annual Review of Applied Linguistics, 22, 150-167.
15. Braun, B., & Castree, N. (Eds.). (1998). Remaking reality: Nature at the millennium. London: Routledge.
16. Breen, M., & Candlin, C. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1, 89-112.
17. Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. New York: Cambridge University Press.
18. Bruner, J. (1995). Meaning and self in a cultural perspective. In D. Bakhurst & C. Sypnowich (Eds.), The social self (pp. 18-29). London: Sage Publications.
19. Butler, J. (1993). Bodies that matter: On the discursive limits of "sex." New York: Routledge.
20. Cameron, D. (2000). Good to talk? Living and working in a communication culture. London: Sage.
21. Chaiklin, S. (2001). The institutionalization of cultural-historical psychology as a multnational practice. In S. Chaiklin (Ed.), The theory and practice of cultural-historical psychology (pp. 15-34). Aarhus, Denmark: Aarhus University Press.
22. Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.
23. Cohen, J. (2001, January 18). On the net, love really is blind. New York Times.
24. Cole, M. (1995). Socio-cultural-historical psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 187-214). Cambridge, England: Cambridge University Press.
25. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA.:The Belknap Press of Harvard University Press.
26. Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). Cambridge, England: Cambridge University Press.
27. Cole, M., Hood, L., & McDermott, R. (1997). Concepts of ecological validity: Their differing implications for comparative cognitive research. In M. Cole, Y. Engestrom, & O. Vasquez (Eds.), Mind, culture, and actvivity: Seminal papers from the laboratory of comparative human cognition (pp. 49-58). Cambridge, England: Cambridge University Press.
28. Coughlan, P., & Duff, P. (1994). Same task, different activities: Analysis of a SLA task from an activity theory perspective. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173-191). Norwood, NJ: Ablex Publishing Company.
29. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
30. Csikszentmihalyi, M. (1993). The evolving self: A psychology for the third millennium. New York: HarperCollins Publishers.
31. Daft, R., & Lengel, R. (1984). Information richness: A new approach to managerial behavior and organizational design. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior, 6 (pp. 191-233). Homewood, IL: JAI Press.
32. de Certeau, M. (1984). The practice of everyday life. Berkeley: University of California Press.
33. Delisle, H. (1986). Intimacy, solidarity, and distance: The pronouns of address in German. Die Unterrichtspraxis, 19(1), 22-26.
34. Dubrovsky, V., Kiesler, S., & Sethna, B. (1991). The equalization phenomenon: Status effects in computer-mediated and face-to-face decision making groups. Human Computer Interaction, 6, 119-146.
35. Dunn, W., & Lantolf, J. P. (1998). Vygotsky's zone of proximal development and Krashen's i + 1: Incommensurable constructs; incommensurable theories. Language Learning, 48, 411-442.
36. Engeström, Y. (Ed.). (1999). Perspectives on activity theory. Cambridge, England: Cambridge University Press.
37. Erickson, T. (2000, January). Making sense of computer-mediated communication (CMC): Conversations as genres, CMC systems as genre ecologies. In J. F. Nunamaker, Jr. & R. H. Sprague, Jr. (Eds.), The proceedings of the thirty-third Hawaii International Conference on Systems Science. New York: IEEE Press.
38. Frawley, W. (1997). Vygotsky and cognitive science: Language and the unification of the social and computational mind. Cambridge, MA: Harvard University Press.
39. Frawley, W., & Lantolf, J. (1985). Second language discourse: A Vygotskyan perspective. Applied Linguistics, 6, 19-44.
40. Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The cultura project. Language Learning & Technology, 5(1), 55-102. Retrieved February 18, 2002, from http://llt.msu.edu/vol5num1/furstenberg/
41. Gee, J. (1990). Social linguistics and literacies: Ideology in discourses. Bristol, PA: Taylor & Francis.
42. Giddens, A. (1984). The constitution of society. Cambridge, England: Polity.
43. Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Arnold.
44. Halliday, M. A. K., & Hassan, R. (1985). Language, context, and text: Aspects of language in a socialsemiotic perspective. Oxford, England: Oxford University Press.
45. Hanks, W. (2000). Intertexts. Writings on language, utterance and context. Lanham, MD: Rowman & Littlefield.
46. Hanks, W. (1996). Language and communicative practice. Boulder, CO: Westview Press.
47. Harvey, D. (1996). Justice, nature and the geography of difference. Oxford, England: Blackwell.
48. Herring, S. (Ed.) (1996). Computer-mediated communication: Linguistic, social and cross-cultural perspectives. Philadelphia: John Benjamins Publishing Company.
49. Herring, S. (1999). Interactional coherence in CMC. Proceedings of the Thirty-Second Annual Hawaii International Conference on Systems Sciences (CD-ROM). Los Alamitos, CA: IEEE Computer Society.
50. Horrigan, J. (2001). Online communities: Networks that nurture long-distance relationships and local ties. Pew Internet & American Life Project. Released 6pm EST, October 31, 2001. Available online at http://www.pewinternet.org/reports/toc.asp?Report=47
51. Kapetlinin, V. (1996). Computer-mediated activity: Functional organs in social and developmental contexts. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 45-68). Cambridge, MA: MIT Press.
52. Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79(4), 457-476.
53. Kern, R. G. (2000). Literacy and language teaching. Oxford, England: Oxford U. Press.
54. Kinginger, C. (2002). Defining the zone of proximal development in US foreign language education. Applied Linguistics, 23(2), 240-261.
55. Kinginger, C., Gouvès-Hayward, A., & Simpson, V. (1999). A tele-collaborative course on French-American intercultural communication. French Review, 72(5), 853-866.
56. Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145-172. Available in this issue at http://llt.msu.edu/vol7num2/kotter/
57. Kramsch, C. (1997, May). The privilege of the nonnative speaker. PMLA, May, 359-369.
58. Kramsch, C., & Thorne, S. (2002). Foreign language learning as global communicative practice. In D. Cameron & D. Block (Eds.), Globalization and language teaching (pp. 83-100). New York: Routledge.
59. Lantolf, J. (2000). Second language learning as a mediated process. Language Learning, 33(2), 79-96.
60. Lantolf, J. (in press). Sociocultural theory and SLA: An exegesis. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Erlbaum.
61. Lantolf, J., & Thorne, S. (in press). Sociocultural theory and the genesis of second language development. Oxford, England: Oxford University Press.
62. Latour, B. (1993). We have never been modern (Catherine Porter, Trans.). New York: Harvester Wheatsheaf.
63. Latour, B. (1999). Pandora's hope. Essays on the reality of science studies. Cambridge, MA: Harvard University Press.
64. Lave, J., & Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
65. Lea, M., & Spears, R. (1992). Paralanguage and social perception in computer-mediated communication. Journal of Organizational Computing, 2, 321-341.
66. Lemke, J. (1995). Textual politics: Discourse and social dynamics. Bristol, PA: Taylor & Francis.
67. Leont'ev, D. A. (1992). Joint activity, communication, and interaction: Toward well-grounded "pedagogy of cooperation." Journal of Russian and East European Psychology, 3(2), 43-58.
68. Levinson, S. (1995). Interactional biases in human thinking. In E. Goody (Ed.), Social intelligence and interaction: Expressions and implications of the social bias in human intelligence (pp. 221-260). Cambridge, England: Cambridge University Press.
69. McDermott, R. (1977). Social relations as contexts for learning in school. Harvard Educational Review, 47, 198-213.
70. Miller, D., & Slater, D. (2000). The Internet: An ethnographic approach. Oxford, England: Berg.
71. Morford, J. (1997). Social indexicality in French pronominal address. Journal of Linguistic Anthropology, 7(1), 3-37.
72. Nardi, B. A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and humancomputer interaction (pp. 69-101). Cambridge, MA: MIT Press.
73. The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
74. Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1(1), 82-93. Retrieved February 18, 2002, from http://llt.msu.edu/vol1num1/ortega/
75. Parks, R., & Floyd, K. (1996). Making friends in cyberspace. Journal of Communication, 23, 409-425.
76. Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In. M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86). Cambridge, England: Cambridge University Press.
77. Pica, T. (1995). The textual outcomes of native-speaker-nonnative speaker negotiation: What do they reveal about second language learning? In S. Kramsch & S. McConnell-Ginet (Eds.), Text and context. Cross-disciplinary perspectives on language study (pp. 198-237). Lexington, MA: D.C.Heath.
78. Rommetveit, R. (1974). On message structure: A framework for the study of language and communication. New York: John Wiley & Sons.
79. Savignon, S. (1972). Communicative competence. An experiment in foreign language teaching. Philadelphia: Center for Curriculum Development.
80. Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading, MA: Addison-Wesley.
81. Sawyer, K. (2002). Unresolved tensions in sociocultural theory: Analogies with contemporary sociological debates. Culture & Psychology, 8(3), 283-305.
82. Scharlott, B., & Christ, W. (1995). Overcoming relationship-initiation barriers: The impact of a computerdating system on sex role, shyness, and appearance inhibitions. Computers in Human Behavior, 11, 191-204.
83. Schinke-Llano, L. (1993). On the value of a Vygotskian framework for SLA theory and research. Language Learning, 43(1), 121-129.
84. Schmidt, R. (1990). The role of consciousness in second language acquisition. Applied Linguistics, 11, 219-258.
85. Searle, J. (1992). The rediscovery of the mind. Cambridge, MA: The MIT Press.
86. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27, 4-13.
87. Spears, R., & Lea, M. (1992). Social influence and the influence of the "social" in computer-mediated communication. In M. Lea (Ed.), Contexts of computer-mediated communication (pp. 30-65). London: Harvester-Wheatsheaf.
88. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language acquisition (pp. 97-114). Oxford, England: Oxford University Press.
89. Thorne, S. (1999). An activity theoretical analysis of electronic foreign language discourse. Unpublished doctoral dissertation, University of California, Berkeley, CA.
90. Thorne, S. (2000a). Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent conversation. In S. Herring & T. Erickson (Eds.), The proceedings of the thirty-third Hawaii International Conference on Systems Science. New York: IEEE Press. Available at http://language.la.psu.edu/~thorne/cmchicss33.html
91. Thorne, S. (2000b). Second language acquisition and the truth(s) about relativity. In J. Lantolf (Ed.), Sociocultural theory and second language acquisition (pp. 219-244). Oxford, England: Oxford University Press.
92. Thorne, S. (in press). Cultural historical activity theory and the object of innovation. In O. St. John, K. van Esch, & E. Schalkwijk (Eds.), New insights into foreign language learning and teaching. Frankfurt, Germany: Peter Lang Verlag.
93. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
94. van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky. Oxford, England: Blackwell.
95. van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, & authenticity. New York: Longman.
96. van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language acquisition (pp. 245-259). Oxford, England: Oxford University Press.
97. van Lier, L. (in press). The ecology of language learning. Dordrecht, The Netherlands: Kluwer Academic Publishing.
98. Volosinov, V. N. (1973). Marxism and the philosophy of language. New York: Seminar Press.
99. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
100. Vygotsky, L. (1986). Thought and language. Cambridge, MA: The MIT Press.
101. Walther, J. (1992). Interpersonal effects in computer-mediated interaction: A relational perspective. Communication Research, 19, 52-90.
102. Walther, J. (1994). Anticipated ongoing interaction versus channel effects on relational communication in computer-mediated communication. Human Communication Research, 40, 473-501.
103. Walther, J. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43.
104. Walther, J. (1997). Group and interpersonal effects in international computer-mediated collaboration. Human Communication Research, 23, 342-369.
105. Warschauer, M., & Kern, R.(eds.) (2000). Network-based language teaching: Concepts and practice. Cambridge, England: Cambridge University Press.
106. Wegerif, R. (1998). The social dimensions of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1). Retrieved February 18, 2002, from http://www.aln.org/publications/jaln/v2n1/v2n1_wegerif.asp
107. Werry, C. (1996). Linguistic and interactional features of Internet Relay Chat. In Susan Herring (Ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives (pp. 47-63). Philadelphia: John Benjamins Publishing Company.
108. Wertsch, J. (1998). Mind as action. Oxford, England: Oxford University Press.
109. Wilkinson, S. (1996). Foreign language conversation and the study abroad transition: A case study. Unpublished doctoral dissertation, the Pennsylvania State University.
110. Williams, R. (1980). Problems in materialism and culture: Selected essays. London: Verso.
111. Wylie, L., & Brière, J. F. (1995). Les Français (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.