Virtual social network communities: An investigation of language learners’ development of sociopragmatic awareness and multiliteracy skills

CALICO Journal

Volumn 29, Issue 1, 2012, Pages 24-43

  Blattner, Géraldine ^a   Fiori, Melissa ^b  

^a FLORIDA ATLANTIC UNIVERSITY   (United States)

^b DAEMEN COLLEGE   (United States)

Author keywords

Facebook; Language learning and technology; Mul tiliteracy; Sociopragmatic awareness; Technology integration

Indexed keywords

EID: 85044879335     PISSN: None     EISSN: 20569017     Source Type: Journal    
DOI: 10.11139/cj.29.1.24-43     Document Type: Article

References (61)

1. Alcón Soler, E., & Martínez Flor, A. (2008). Pragmatics in foreign language contexts. In E. Alcón Soler & A. Martínez Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 3-21). Buffalo: Multilingual Matters.
2. Bardovi-Harlig, K. (2001). Empirical evidence of the need for instruction in pragmatics. In K. R. Rose & G. Kasper (Eds.), Pragmatics and language teaching (pp. 13-22). Cambridge: Cambridge University Press.
3. Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-262.
4. Belz, J. A., & Kinginger, C. (2002). The cross-linguistic development of address form use in telecollabo-rative language learning: Two case studies. Canadian Modern Language Review, 59, 189-214.
5. Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German. The case of address forms. Language Learning, 53, 591-647.
6. Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning. Washing-ton, DC: Georgetown University Press.
7. Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning, 6, 17-28.
8. Blattner, G., & Willliams, L. (2009). Linguistic and social dimensions of French-language discussion forums. In L. Abraham & L. Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 263-290). Amsterdam: John Benjamins.
9. Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1). Retrieved from http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html
10. Buffardi, L. E., & Campbell, W. K. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303-1314.
11. Byram, M. (1988). Foreign language education and cultural studies. Language, Culture and Curriculum 1(1), 15-31.
12. Chapelle, C. A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 22-34. Retrieved from http://llt.msu.edu/vol2num1/article1/index.html
13. Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
14. Chun, D. M. (2007). Come ride the wave: But where is it taking us? CALICO Journal, 24(2), 239-252. Retrieved from https://www.calico.org/memberBrowse.php?action=article&id=630
15. Dewaele, J. M. (2004).The acquisition of sociolinguistic competence in French as a foreign language: An overview. In F. Myles & R. Towell (Eds.), The acquisition of French as a second language [Special issue]. Journal of French Language Studies, 14, 301-319.
16. Downes, S. (2006). E-learning 2.0. National Research Council of Canada Elearn Magazine. Retrieved from http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
17. DuFon, M. A. (2008). Language socialization theory and the acquisition of pragmatics in the foreign language classroom. In E. Alcón Soler & A. Martínez Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 25-44). Buffalo: Multilingual Matters.
18. Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59, 199-208.
19. Gass, S., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.
20. Gonglewski, M., & DuBravac, S. (2006). Multiliteracy: Second language literacy in the multimedia en-vironment. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 43-68). San Marcos, TX: CALICO.
21. Hanna, B. E., & de Nooy, J. (2003). A funny thing happened on the way to the forum: Electronic discussion and foreign language learning. Language Learning & Technology, 7(1), 71-85. Retrieved from http://llt.msu.edu/vol7num1/hanna/default.html
22. Hassal, T. (2008). Pragmatic performance: What are learners thinking? In E. Alcón Soler & A. Martínez Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 72-93). Buffalo: Multilingual Matters.
23. Kasper, G. (1997). The role of pragmatics in language teaching education. In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond methods: Components of second language teacher education (pp. 113-136). New York: McGraw-Hill.
24. Kasper, G. (2001). Four perspectives on L2 pragmatic development. Applied Linguistics, 22, 502-530.
25. Kasper, L. (2000). New technologies, new literacies: Focus discipline research and ESL learning com-munities. Language Learning & Technology, 4(2), 105-128. Retrieved from http://llt.msu.edu/vol4num2/kasper/default.html
26. Kasper, G., & Rose, K. R. (1999). Pragmatics and SLA. Annual Review of Applied Linguistics, 19, 81-104.
27. Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Oxford: Blackwell.
28. Kern, R. (1997). Technology, social interaction, and FL literacy. In J. Muyskens (Ed.), New ways of learning and teaching: Focus on technology and foreign language education (pp. 57-92). Boston: Heinle & Heinle.
29. Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.
30. Kinginger, C. (1998). Videoconferencing as access to spoken French. Modern Language Journal, 82, 502-513.
31. Kinginger, C. (2000). Learning the pragmatics of solidarity in the networked classroom. In J. K. Hall & L. S. Verplaetse (Eds.), The development of second and foreign language learning through classroom interaction (pp. 23-46). Mahwah, NJ: Lawrence Erlbaum.
32. Kok, A. (2008). Metamorphosis of the mind of online communities via e-learning. Instructional Technology and Distance Learning, 5(10), 25-32.
33. Kramsch, C., & Thorne, S. L. (2002). Foreign language learning as global communicative practice. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 83-100). London: Rout-ledge.
34. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, Eng-land: Cambridge University Press.
35. Liu, Y. (2007). Pragmatic awareness in multimedia lab based language teaching. In M. Baptista Nunes & M. McPherson (Eds.), Proceedings of the IADIS International Conference e-Learning 2007, (pp. 168-171). Retrieved from http://www.iadisportal.org/digital-library/pragmatic-awareness-in-multimedia-lab-based-language-teaching
36. Lomicka, L., & Lord, G. (2009). Introduction to social networking, collaboration, and web 2.0 tools. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 2-11). San Marcos, TX: CALICO.
37. Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41, 364-379.
38. Lyster, R. (1994). The effects of functional-analytical teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics, 15, 263-287.
39. Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effect of computer-mediated teacher self-disclosure on student motivation, affective learning and classroom cli-mate. Communication Education, 56, 1-17.
40. Maxim, H. H. (2000). Integrating language learning and cultural inquiry in the beginning foreign language classroom. ADFL Bulletin, 32, 12-17.
41. McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord, (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35-58). San Marcos, TX: CALICO.
42. O’Bryan, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19, 162-180.
43. Olshtain, E., & Cohen, A. (1990). The learning of complex speech act behavior. TESL Canada Journal, 7(2), 45-65. Retrieved from http://www.teslcanadajournal.ca/index.php/tesl/article/view/568
44. Payne, J. S. (2004). Making the most of synchronous and asynchronous discussion in foreign language instruction. In L. Lomicka & J. Cooke-Plagwitz (Eds.), Teaching with technology (pp. 171-179). Boston: Heinle.
45. Pearson, L. (2006). Teaching pragmatics in Spanish L2 courses: What do learners think? In K. Bardovi-Harlig, C. Felix-Brasdefer, & A. S. Omar (Eds.), Pragmatics language learning (pp. 109-134). National Foreign Language Resource Center, Honolulu, HI: University of Hawaii Press.
46. Prensky, M. (2001). Digital natives, digital immigrants: A new way to look at ourselves and our kids. On the Horizon, 9, 5. Retrieved from http://www.marcprensky.com/writing
47. Prensky, M. (2006). Listen to the natives. Educational Leadership, 63(4), 8-13. Retrieved from http://www.ascd.org/publications/educational-leadership/dec05/vol63/num04/Listen-to-the-Natives. aspx
48. Roberts, C., Byram, M., Barro, A., Jordan, S., & Street, B. (2001). Language learners as ethnographers. Clevedon: Multilingual Matters.
49. Solomon, G., & Schrum, L. (2007). Web 2.0 new tools, new schools. Washington, DC: International Society for Technology in Education.
50. Stevenson, M. P., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27, 233-259. Retrieved from https://www.calico.org/memberBrowse.php?action=article&id=791
51. Stutzman, F. (2006). An evaluation of identity-sharing behavior in social networking communities. iD-MAa Journal, 3, 1. Retrieved August 15, 2008, from http://www.units.muohio.edu/codeconfer ence/papers/papers/stutzman_track5.pdf
52. Swaffar, J. (1998). Networking language learning: Introduction. In J. Swaffar, S. Romano, P. Markley, & K. Arens (Eds.), Language learning online: Theory and practice in the ESL and L2 computer classroom (pp. 1-15). Austin, TX: Labyrinth Publications.
53. Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines: Japanese ‘sumimasen.’ In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 200-222). Cambridge: Cambridge University Press.
54. Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, internet-mediated expression, and language education. CALICO Journal, 22, 371-397. Retrieved from https://www.calico.org/mem berBrowse.php?action=article&id=137
55. Thorne, S. L., & Reinhardt, J. (2008). “Bridging Activities,” New Media Literacies and Advanced Foreign Language Proficiency. CALICO Journal, 25, 558-572. Retrieved from https://www.calico.org/memberBrowse.php?action=article&id=717
56. Tufekci, Z. (2008). Can you see me now? Audience and disclosure regulation in online social network sites. Bulletin of Science Technology & Society, 28, 20-36.
57. Uso-Juan, E. (2007). The presentation and practice of the communicative act of requesting in textbooks: Focusing on modifiers. In E. Alcon & M. P. Safont (Eds.), Intercultural language use and language learning (pp. 223-244). Amsterdam: Springer.
58. Vellenga, H. (2004). Learning pragmatics from ESL and EFL textbooks: How likely? TESL-EJ, 8(2). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume8/ej30/ej30a3
59. Warschauer, M. (1999). Electronic literacies: Language, culture and power in online education. Mahwah, NJ: Lawrence Erlbaum.
60. Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 15-26). Mahwah, NJ: Lawrence Erlbaum.
61. Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5). Retrieved from http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml