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Shifting paradigm in the use of the ...

Pellerin, Martine.

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Shifting paradigm in the use of the new technologies of communication in the language classroom: A video ethnography study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Shifting paradigm in the use of the new technologies of communication in the language classroom: A video ethnography study./
作者:	Pellerin, Martine.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2905.
Contained By:	Dissertation Abstracts International66-08A.
標題:	Language, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR05649
ISBN:	9780494056493

Shifting paradigm in the use of the new technologies of communication in the language classroom: A video ethnography study.
Pellerin, Martine.

Shifting paradigm in the use of the new technologies of communication in the language classroom: A video ethnography study. - 207 p.

Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2905.

Thesis (Ph.D.)--University of Calgary (Canada), 2005.

The main goal of this inquiry was to examine the role of oral dialogic speech (talk) in the use of computers in language classrooms. The study was grounded in sociocultural and dialogic learning perspectives, which emphasize the role of language in the negotiation of meaning and construction of knowledge.

ISBN: 9780494056493Subjects--Topical Terms:

1018089
Language, General.

Shifting paradigm in the use of the new technologies of communication in the language classroom: A video ethnography study.
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245 1 0 $a Shifting paradigm in the use of the new technologies of communication in the language classroom: A video ethnography study.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2905.
502 $a Thesis (Ph.D.)--University of Calgary (Canada), 2005.
520 $a The main goal of this inquiry was to examine the role of oral dialogic speech (talk) in the use of computers in language classrooms. The study was grounded in sociocultural and dialogic learning perspectives, which emphasize the role of language in the negotiation of meaning and construction of knowledge.
520 $a Digital video ethnography methodology was used to examine the nature of discursive face-to-face social interaction within peer interaction and the use of computer in the language classroom. The inquiry was concerned, in particular, with the interactive discourse through which language and the co-deployment of other semiotic systems (verbal, non-linguistic and kinetic) were used within peer interaction to negotiate meaning and construct knowledge in a second language learning context involving the use of the computer.
520 $a The study involved students enrolled in an Early French Immersion program in Calgary, Alberta, Canada. The collection of data was done through the observation of ten dyads of students (from Grade 3 and Grade 6) engaged in face-to-face interactive discourse while using computers. Data were collected by means of videotaping and were analyzed using a digital data base platform called "Orion" (Goldman) which allowed for multimodal discourse analysis.
520 $a The present study provides new understanding regarding the role of dialogic speech in peer interaction (pupil-pupil) in a second language learning context and the use of computers. It also provides additional evidence of the potential that oral dialogic speech (talk) holds in promoting the negotiation of meaning and knowledge building in the target language. It further brings support to the view that the second language (L2) is acquired through the learner's interaction in the target language. The present study also emphasizes the view that the negotiation of meaning and knowledge building is a multimodal process involving different semiotic resource systems (verbal, non-verbal, kinetic), which work jointly in order to produce meaning. Finally, the present study suggests that the use of the computer (CALL) should involve the use of oral dialogic speech (talk) within peer interaction as a tool in the negotiation of meaning and knowledge building in the target language.
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