Negotiation of Meaning in Multimodal Tandem Learning via Desktop Videoconferencing

Using the discourse model for negotiation of meaning developed by Varonis and Gass (1985), this study investigates the quality of the negotiation of meaning by eTandem partners in a videoconferencing-supported multimodal environment, and the facilitating effects of such an environment on L2 acquisition. To achieve this, three case studies were chosen from the interaction between15 pairs of Mandarin and English students, to represent three levels of Mandarin proficiency of the dyads, namely, the low, intermediate and high levels. Data were examined and corroborated both qualitatively and quantitatively to reveal the interaction patterns of the dyads and the extent to which the multimodality of the videoconferencing environment contributes to learning. Recommendations are also drawn from this research. DOI: 10.4018/ijcallt.2013040103 42 International Journal of Computer-Assisted Language Learning and Teaching, 3(2), 41-55, April-June 2013 Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. important ways, from text-based interaction. The study conducted by Tian and Wang (2010) is an exception. Their study investigates learner perspectives of videoconferencing-supported eTandem learning between Mandarin and English learners learning each other’s first language. Both groups of students confirmed the facilitating effect of eTandem learning on improving their linguistic and intercultural competence, as well as the potential of Skype as an effective tool for eTandem learning. The current study is a continuation of their study to further establish the potential of videoconferencing-supported tandem learning, but this time, by exploring the processes and multimodal contexts of eTandem learners’ interaction in such learning. In so doing, the study seeks to answer the following two research questions: 1. What are the characteristics of the negotiation of meaning by eTandem partners in a videoconferencing-supported multimodal environment? 2. In what ways does the synchronous multimodal environment contribute to L2 acquisition? This investigation is timely as multimodal eTandem interaction supported by videoconferencing tools is still under-explored in L2 learning, both theoretically and in practice. Such interaction deserves closer examination for at least two reasons. Pedagogically, it could have unique facilitative potential for language development as it represents the closest form of interaction to face-to-face interaction. Technologically, videoconferencing tools and supporting infrastructure (e.g. internet speed, and tablet and mobile computing) have recently become much more developed and sophisticated than before and are now an increasingly important means of communication for the digital generation. This study thus aims to contribute to research in this area by examining the characteristics of the discourse produced by eTandem learners, and the impact of the videoconferencing environment on eTandem interaction. The discourse model developed by Varonis and Gass (1985) for analyzing negotiation of meaning was adopted for such an analysis. THE THERETICAL FRAMEWORK OF THIS RESEARCH The Varonis and Gass model It has long been established in L2 research that interactional modifications that emerge in the conversations between native speakers (NS) and non-native speakers (NNS) is the sine qua non of L2 acquisition (Long, 1983). Interactional modification devices such as requests, recasts, repetitions, confirmation and comprehension checks, among others, have been regarded as important mechanisms for enhancing comprehensive input and output (see Pica, 1994). The current research will take a microanalytical approach to examine occasions of interactional modification in videoconferencingsupported tandem learning using the discourse model developed by Varonis and Gass (1985). Wang (2006) developed Figure 1 to elaborate on the Varonis and Gass (1985) model. As shown in Figure 1, essentially, this model regards breakdowns caused by nonunderstanding as vertical deviations from the horizontal movement of the conversation, consisting of two parts: the Trigger (T) and the Resolution. The model further suggests that when an occasion of interactional modification is triggered, a negotiation routine will ensue and normally a resolution is expected. A resolution is often composed of three primes: • the Indicator (I) signaling a communication problem encountered in a conversation; • the Response (R) to the indication of problem; and • the Reactions to Response (RR). 13 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the publisher's webpage: www.igi-global.com/article/negotiation-meaning-multimodaltandem-learning/77626