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Mediational effects of desktop-video...

Martin, Veronique.

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Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language./
Author:	Martin, Veronique.
Description:	336 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
Subject:	Education, Foreign Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3603261
ISBN:	9781303576225

Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.
Martin, Veronique.

Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. - 336 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2013.

Since the early 2000s, foreign language practitioners and researchers have shown an increasing interest in exploring the affordances of multimodal telecollaborative environments for the linguistic and intercultural development of their students. Due in part to their inherent complexity, one-on-one desktop-videoconferencing contexts have not been widely explored. To this end, this study investigates if and how American students of French engaged in a telecollaborative exchange with a class of French students are able to develop their Intercultural Communicative Competence (ICC) through online interaction and the completion of a collaborative task. Adopting a case study approach, the video-recorded sessions of three dyads are analyzed in conjunction with data from background surveys, autobiographies, journal entries, and email exchanges. To observe ICC development, we use a combination of a priori categories based on the " Attitude " component of Byram's (1997) model and a set of emerging themes (Boyatzis, 1998) gathered from the data. This choice of methodology provides an in-depth picture of the participants' production of Attitudes, that is, the willingness to show value to their partners or prioritize self over the course of the exchange. The results of the study indicate that one-on-one desktop-video conferencing can support the development of ICC and that task work bears upon the types and production of Attitudes. In addition, it is found that the production of Attitudes is not proficiency-dependent. The results also further suggest that there are differences in the way male and female participants engage in intercultural interaction.

ISBN: 9781303576225Subjects--Topical Terms:

1064562
Education, Foreign Language.

Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.
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100 1 $a Martin, Veronique. $3 2106135
245 1 0 $a Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.
300 $a 336 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Cynthyia Fox.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2013.
520 $a Since the early 2000s, foreign language practitioners and researchers have shown an increasing interest in exploring the affordances of multimodal telecollaborative environments for the linguistic and intercultural development of their students. Due in part to their inherent complexity, one-on-one desktop-videoconferencing contexts have not been widely explored. To this end, this study investigates if and how American students of French engaged in a telecollaborative exchange with a class of French students are able to develop their Intercultural Communicative Competence (ICC) through online interaction and the completion of a collaborative task. Adopting a case study approach, the video-recorded sessions of three dyads are analyzed in conjunction with data from background surveys, autobiographies, journal entries, and email exchanges. To observe ICC development, we use a combination of a priori categories based on the " Attitude " component of Byram's (1997) model and a set of emerging themes (Boyatzis, 1998) gathered from the data. This choice of methodology provides an in-depth picture of the participants' production of Attitudes, that is, the willingness to show value to their partners or prioritize self over the course of the exchange. The results of the study indicate that one-on-one desktop-video conferencing can support the development of ICC and that task work bears upon the types and production of Attitudes. In addition, it is found that the production of Attitudes is not proficiency-dependent. The results also further suggest that there are differences in the way male and female participants engage in intercultural interaction.
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