Computer–Mediated Negotiated Interaction: An Expanded Model

By Bryan Smith. 2003

491 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/11d6fa001e2bd015f5b662e80b2b267d08542f2a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Masatoshi Sato
2. S. Loewen
3. Dorothy M. Chun
4. Richard G. Kern
5. Dawn Bikowski
6. Rebecca W. Black
7. Julie M. Sykes
8. Greg Kessler

In Literature and Literary Theory

1. Masatoshi Sato
2. S. Loewen
3. Richard G. Kern
4. Dorothy M. Chun
5. Dawn Bikowski
6. Greg Kessler
7. Julie M. Sykes
8. Rebecca W. Black

Citations in the corpus

• Language learning through social networks: Perceptions and reality (2016, background): “In addition to linguistic accuracy, other aspects of L2 play important roles in language learning in a CMC environment, including language fluency (Ellis, 2003, 2008), communicative competence (Blake, 2009; Smith, 2003), intercultural awareness (Bauer, deBenedette, Furstenberg, Levet, & Waryn, 2006;”
• Technology in Language Use, Language Teaching, and Language Learning. (2016, background): “For example, synchronous computer-mediated communication (SCMC) discourse via chat programs has unique structural, interactional, and participatory patterns (Kern, 1998; Smith, 2003; Zhao, 1998).”
• Incidental vocabulary learning in classroom communication tasks (2013, background): “However, the superiority of these tasks has been challenged in a number of studies, including Foster (1998), Nakahama, Tyler, and Van Lier (2001) and, in the context of computer mediated communication, Smith (2003).”
• Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space (2010, background): “Others have focused on discrete skills within CMC, frequently concluding that CMC fosters negotiation (Blake, 2000; Lee, 2002; Smith, 2003), allows increased student control (Chun, 1994), and promotes a wider variety of linguistic strategies (Smith, 2003).”
• Interaction and instructed second language acquisition (2018, background): “In particular, researchers have investigated the features and effectiveness of synchronous CMC (SCMC), both oral and written (e.g. Smith 2003; Sauro 2013b; Adams, Alwi & Newton 2015).”
• Perspectives on Technology in Learning and Teaching Languages (2006, background): “Smith (2003), on the other hand, found that decision-making tasks supported online negotiation more than jigsaw tasks.”
• Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, result): “These initial explorations were congruent with, but fundamentally do not significantly extend, findings from previous negotiation-oriented studies that have focused on purely text-based synchronous CMC chat spaces (e.g., Abrams, 2001, 2006; Blake, 2000; Smith, 2003, 2004).”