About Collaboration, Interaction, and the Negotiation of Meaning in Synchronous Written Chats in L2-German

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In this paper I will show the preliminary findings from my study of the discourse in synchronous written chats performed by students who study modern German literature within their first term of German studies. The focus of the study is on learning strategies and discourse strategies and how the Swedish learners make use of them when chatting with students at the same level of proficiency (peer groups) and in groups with students who are native speakers of German/or Swedish speakers at a high level of L2-proficiency. The data was collected from four chat-sessions within the period of September 2011 to January 2012. Based on socio-cultural and cognitive SLA-theory, the study has its focus on the relationship between interaction and the possibilities for language learning in mixed groups and peer groups of L2-German learners. The main questions are: In which constellation, native speaker/non-native speaker vs. peer-groups, do L2 German students meet the best opportunities for producing meaningful and rich output? When and to what extent do they find opportunities for self-repair, using direct or indirect feedback from their collocutors as an expression for meta-linguistic consciousness of the students? Which strategies do they use to keep the communication going and to learn special features of the language?

Keywords: learning strategies, discourse, group dynamics, lexical variety, syntactical complexity.


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Fredriksson, Christine. (2012). About Collaboration, Interaction, and the Negotiation of Meaning in Synchronous Written Chats in L2-German. In Linda Bradley, Sylvie Thouësny (Eds), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 88-92). Research-publishing.net. https://doi.org/10.14705/rpnet.2012.000032

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