Part of
Technology in Interlanguage Pragmatics Research and TeachingEdited by Naoko Taguchi and Julie M. Sykes
[Language Learning & Language Teaching 36] 2013
► pp. 101–120
Edited by Naoko Taguchi and Julie M. Sykes
[Language Learning & Language Teaching 36] 2013
► pp. 101–120
Chapter 5. Development of politeness strategies in participatory online environments
A case study
Studies have shown that synchronous computer-mediated communication (SCMC) can improve oral and pragmatic skills of language learners. This chapter analyzes the text-based SCMC conversation closings between native speakers of Spanish and a Spanish language learner in Livemocha, an online social networking site (SNS) designed for language learners. Using a conversation analytical approach, this study describes one learner’s conversation closing strategies and the evolution of these over the course of one academic year. This chapter discusses how the shift from foreshortened closings to extended closings suggests a change in rapport orientation and, thus, illustrates one component of language socialization within Livemocha. Participant interviews reveal learner perceptions of participation in the SNS and confirm Gee’s (2004) notion that spaces, and not membership, create the framework in which learning can occur.
Cited by (29)
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Collentine, Karina & Joseph Collentine
2023. Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment. In Innovative Approaches to Research in Hispanic Linguistics [Issues in Hispanic and Lusophone Linguistics, 38], ► pp. 173 ff. 
Nuzzo, Elena & Clorinda Donato
2023. Investigating L2 Pragmatic Development in Tandem Telecollaboration. In Telecollaboration Applications in Foreign Language Classrooms [Advances in Educational Technologies and Instructional Design, ], ► pp. 69 ff.
González-Lloret, Marta
2022. Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research 26:2 ► pp. 173 ff.
Landone, Elena
2022. How Does the Mind Frame?. In Methodology in Politeness Research [Advances in (Im)politeness Studies, ], ► pp. 81 ff.
Maa, Joy & Naoko Taguchi
2022. Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji. Language Teaching Research 26:2 ► pp. 190 ff.
Sánchez-Hernández, Ariadna & Júlia Barón
2022. Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research 26:2 ► pp. 163 ff.
Yang, He
2022. L2 Motivation and Pragmatic Comprehension. In Language Learning Motivation and L2 Pragmatic Competence, ► pp. 123 ff.
Yang, He
2022. Second Language Learners’ Competence of and Beliefs About Pragmatic Comprehension: Insights From the Chinese EFL Context. Frontiers in Psychology 12
Zhang, Ying
2022. The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability. Chinese Journal of Applied Linguistics 45:2 ► pp. 243 ff.
Zhang, Ying
2022. Using Computer-Mediated Communication and Virtual Instruction to Develop L2 Pragmatic Ability. In English as a Foreign Language in a New-Found Post-Pandemic World [Advances in Educational Technologies and Instructional Design, ], ► pp. 292 ff.
Abe, Makoto
2021. L2 interactional competence in asynchronous multiparty text-based communication: study of online collaborative writing. Computer Assisted Language Learning 34:4 ► pp. 409 ff.
Del Bono, Federica & Elena Nuzzo
2021. Incidental pragmatics learning in telecollaborative exchanges. Instructed Second Language Acquisition 5:2
Abe, Makoto & Carsten Roever
2020. Task Closings in L2 Text-Chat Interactions. CALICO Journal 37:1
Sykes, Julie & Marta González-Lloret
2020. Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces. CALICO Journal 37:1
Yeh, Ellen & Nicholas Swinehart
2020. Testing the Waters. CALICO Journal 37:1
Castro, Maria Corazon Saturnina A
2019. The Impact of Information and Communication Technology on Pedagogy: Benefits, Issues, and Challenges. Tamansiswa International Journal in Education and Science 1:1
Hirotani, Maki & Kiyomi Fujii
2019. Learning proverbs through telecollaboration with Japanese native speakers: facilitating L2 learners’ intercultural communicative competence. Asian-Pacific Journal of Second and Foreign Language Education 4:1
Li, Qiong
2019. L2 Chinese learners’ pragmatic developmental patterns in data-driven instruction and computer-mediated communication (CMC). Applied Pragmatics 1:2 ► pp. 154 ff.
Orsini-Jones, Marina & Fiona Lee
2018. Emerging Online Politeness Patterns. In Intercultural Communicative Competence for Global Citizenship, ► pp. 63 ff.
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
2018. Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning 31:1-2 ► pp. 157 ff.
Taguchi, Naoko
2018. Chapter 1. Data collection and analysis in developmental L2 pragmatics research. In Critical Reflections on Data in Second Language Acquisition [Language Learning & Language Teaching, 51], ► pp. 7 ff.
Taguchi, Naoko
2020. Digitally mediated remote learning of pragmatics. Foreign Language Annals 53:2 ► pp. 353 ff.
Taguchi, Naoko
2023.
Collecting and Analyzing
L2
Pragmatics Data
. In Current Approaches in Second Language Acquisition Research, ► pp. 195 ff.
Chen, Hsin-I
2017. Intercultural communication in online social networking discourse. Language and Intercultural Communication 17:2 ► pp. 166 ff.
Sykes, Julie M.
2017. Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 118 ff.
Álvarez Valencia, José Aldemar
2016. Language views on social networking sites for language learning: the case of Busuu. Computer Assisted Language Learning 29:5 ► pp. 853 ff.
Ishihara, Noriko & Yumi Takamiya
2014. Pragmatic Development through Blogs. In Engaging Language Learners through Technology Integration [Advances in Educational Technologies and Instructional Design, ], ► pp. 137 ff.
Ishihara, Noriko & Yumi Takamiya
2019. Pragmatic Development Through Blogs. In Computer-Assisted Language Learning, ► pp. 829 ff.
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