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This is a methodological chapter in which the question for investigation is how to describe the effects of technological mediation on learning. The chapter focuses on the use of language by learners enrolled on a course of English-for-specific purposes, which they attended entirely via the synchronous multimodal platform Lyceum. Data showing how learners utilise the resources of the environment in order to progress conversations with native-speaker tutors and with their peers is analysed. Three frameworks for the problematisation of technologically-mediated language use are proposed.
|Item Type:||Book Chapter|
|Extra Information:||In French|
|Keywords:||multimodality; conversational analysis; computer-mediated communication|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Marie-Noëlle Lamy|
|Date Deposited:||04 Feb 2008|
|Last Modified:||04 Oct 2016 15:20|
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