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The notion of exploiting social networking sites for language learning and teaching has invoked Messianic responses from the language education community. However, empirical evidence is often limited to descriptions of conventional online projects, e.g. telecollaborations. Yet to be explored are differences between instructed activities online which are instructor-directed and non-instructed participation for language learning, on social networking sites. The chapter addresses the need to better understand the functioning of ‘adjunct networking for language learning’ practices. To frame the inquiry, two schemes are used: 1) criteria for identifying social networking practices (Musser et al; 2006; Lankshear and Knobel, 2008a); and 2) tools for analyzing social learning in informal settings (Schugurensky; 2000, 2007; Fenwick and Tennant, 2004). This theoretical input underpins the qualitative and quantitative analyses of learner data from one single cohort of adult beginners in Chinese, communicating on 4 informal spaces (two Open University forums and two Facebook groups).
|Item Type:||Book Chapter|
|Copyright Holders:||2013 Bloomsbury Publishing|
|Keywords:||social media; online networking; informal learning; language learning|
|Academic Unit/Department:||Education and Language Studies > Languages|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Marie-Noëlle Lamy|
|Date Deposited:||16 Oct 2012 13:24|
|Last Modified:||19 Aug 2013 12:01|
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Informal Learning with Social media. (deposited Not Set)
- “We don’t have to always post stuff to help us learn”: informal learning through social networking in a beginners’ Chinese group. (deposited 16 Oct 2012 13:24) [Currently Displayed]