Tracing the development of intercultural competence in telecollaborative interaction: An analysis of evaluative language in eTandem exchanges
Numerous studies have been conducted into telecollaborative eTandem exchanges and their potential to foster the development of participants’ intercultural competence. These studies have included content analyses of learner interaction, end-of-project questionnaires, interviews and attitudinal survey...
| Autores: | , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/706165 |
| Acceso en línea: | http://hdl.handle.net/10486/706165 |
| Access Level: | acceso abierto |
| Palabra clave: | appraisal eTandem intercultural competence telecollaboration Educación |
| Sumario: | Numerous studies have been conducted into telecollaborative eTandem exchanges and their potential to foster the development of participants’ intercultural competence. These studies have included content analyses of learner interaction, end-of-project questionnaires, interviews and attitudinal surveys. However, studies that analyse the development of intercultural competence in telecollaboration through a linguistically grounded approach are still scarce. To address this gap in the literature, in this chapter we analyse how forty American and Spanish university students used evaluative language in their samples of attitudinal objectives (Byram, 1997) taking Vinagre and Corral’s (2017) data and findings as a starting point for this analysis. Preliminary results show that the participants used similar evaluative tokens both in their interaction and attitudinal objectives, which could be understood as a strategy to converge by adapting to their partners’ communicative practices |
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