Linguistic perspectives on the development of intercultural competence in telecollaboration

By Julie A. Belz. Language Learning & Technology, 2003

473 citations recorded by the source corpus.

It is widely reported (e.g., Belz & Muller-Hartmann, 2002; Kern, 1996; Kinginger, in press; Warschauer & Kern, 2000) that the goals of telecollaborative language study are the development of foreign language (FL) linguistic competence and the facilitation of intercultural competence (e.g., Bausch, Christ, & Krumm, 1997; Bredella & Delanoy, 1999; Byram, 1997; Harden & Witte, 2000). Whereas evaluations of the impact of telecollaboration on FL linguistic competence have been based on structural descriptions of learner discourse from the earliest days of research in this field (e.g., Beauvois, 1992; Chun, 1994; Kelm, 1992; Kern, 1995; Pelletieri, 2000; Sotillo, 2000; Warschauer, 1996), discussions of intercultural competence in the same configuration have been characterized primarily in alinguistic terms. These have included analyst-sensitive content analyses of learner interaction in telecollaboration, post-semester interviews with learners who have participated in telecollaborative projects, and attitudinal surveys of these same learners (e.g., Fischer, 1998; Furstenberg, Levet, English, & Maillet, 2001; Lomicka, 2001; Muller-Hartmann, 1999; von der Emde, Schneider, & Kotter, 2001; Warschauer, 1998; see, however, Belz, 2001; Belz & Muller-Hartmann, 2003). In general, the fields of foreign language learning and teaching (FLLT Martin, 2000; White, 1998), a Hallidayian-inspired linguistic approach to the investigation of evaluative language. The quality of conversation may well be one of the most significant measures of civilization, and when people converse, the interlocutors inevitably realize that civilizations do not clash, contrary to some academic reductionists, the media, and politicians... (Kadir, 2003, p. 9; emphasis added)

Subfields: Language and Linguistics, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/b16171617195099cc32db0e67645bf63d4d19a7f

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Citations in the corpus

Understanding telecollaboration through an analysis of intercultural discourse (2010, background): “…interactions are key elements in the success of intercultural communication and reflective learning online (Pawan, Paulus, Yalcin, & Chang, 2003) and the linguistic structure of telecollaborative texts can provide information on the development of intercultural competence (Belz, 2003, 2004).”
Intercultural Questioning, Discovery and Tension in Internet-mediated Language Learning Partnerships (2005, background): “In Belz (2003), Anke, Catharina and Eric’s email correspondence is analysed with respect to the attitude component of appraisal theory, i.e. ‘an approach to exploring, describing and explaining the way language is used to evaluate, to adopt stances, to construct textual personas and to manage…”
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;”
Online foreign language interaction: Moving from the periphery to the core of foreign language education? (2009, background): “Also referred to as telecollaboration (Belz 2003; O’Dowd & Ritter 2006), Internetmediated Intercultural Foreign Language Education (Belz & Thorne 2006) and in France as EIEGL (Échanges Interculturels Exolingues en Groupe en Lingue; Audras & Chanier 2008), online intercultural exchange has traditiona”
Teaching and assessing L2 pragmatics: What can we expect from learners? (2008, background): “…computer-mediated communication (Biesenbach-Lucas 2005; Sykes 2005), and TELECOLLABORATION – whereby language learners engage in projects with students from other cultures through the use of on-line communication tools such as e-mail and message boards (Furstenberg et al. 2001; Belz 2002, 2003).”
Promoting EFL learners’ intercultural communication effectiveness: a focus on Facebook (2017, background): “) on students’ intercultural competence (Belz, 2003; Dooly, 2008; Dooly & Sadler, 2013; Elola & Oskoz, 2008; Guth & Helm, 2010; Hanna & De Nooy, 2009; Hockly, 2015; L az ar, 2015; Lee & Markey, 2014; M€ uller-Hartmann, 2000; O'Dowd, 2011).”
Critical issues in telecollaborative task design (2009, methodology): “…activities and interactions – both on-line and off-line – that take place as students create and analyse virtual correspondence together (Salaberry, 1999) as they hold face-to-face discussions in the classroom (Belz, 2003), and as the instructors negotiate the ongoing enactment of the tasks.”
Perspectives on Technology in Learning and Teaching Languages (2006, background): “She found that in the wake of misunderstandings, students tended to avert joint development of topics and instead to revert to a task-based approach to their assignments (cf. Belz, 2003).”
Technology in Language Use, Language Teaching, and Language Learning. (2016, background): “Few incidents of actual verbal attacks are reported in the language learning research literature (see Belz, 2003; Hanna & de Nooy, 2009; Kern, 2000; Kramsch & Thorne, 2002; Ware, 2005, for examples), but the general prevalence of linguistic violence online would suggest that the potential is…”
Learning Outcomes and Students' Perceptions of Online Writing: Simultaneous Implementation of a Forum, Blog, and Wiki in an EFL Blended Learning Setting. (2010, unknown): “In this way, we could create an egalitarian collaboration learning sphere in an international exchange context, as has been suggested in the study by Belz (2002) and by others in the field.”
Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study (2017, background): “This kind of online-based telecollaborative interaction is considered as “one of the main technologically enhanced activities in modern foreign language education” (O’Dowd, 2011, p. 368), enabling all kinds of L2 learners to connect with NSs and NNSs all over the world (Belz, 2003).”
The Routledge handbook of English language teaching (2018, background): “This means, for example, academics could bring the findings of systematic empirical research conducted from a complexity perspective to the table in the form of nuanced, detailed credible accounts of ‘systems’, drawing attention to systemic behaviour and any possible patterns.”
Developing Intercultural Communicative Competence through Online Exchanges (2011, background): “Other studies (Belz, 2003; Chun & Wade, 2004; Müller-Hartmann, 2000; Wade, 2005) report on successful 394 395 development of some aspects of intercultural competence.”
Intercultural Competence and Cultural Learning through Telecollaboration. (2012, background): “Due to the various problems associated with telecollaboration, researchers emphasize the important role of the teacher in online communication projects (Appel, 1999; Belz, 2003; Byram, 1997; Lord & Lomicka, 2004; O'Dowd, 2007; O'Dowd & Ritter, 2006; Spodark, 2001; Ware & Kramsch, 2005).”
Understanding and Working with 'Failed Communication' in Telecollaborative Exchanges (2013, background): “An example of this approach is provided by Belz (2003) who showed that the online interaction style of an American student, described as being uncommitted and self-deprecating, led his German partners to dismiss him as someone who was unwilling to engage in debate and confrontation.”
Intercultural communicative competence and online exchanges: a systematic review (2018, background): “Recently, the study of intercultural competence in such environments has been a major focus of attention (Belz, 2003; Belz & Thorne, 2006; Liaw, 2006; M€uller-Hartmann, 2000; O'Dowd, 2003, 2006, 2007; Ware & Kramsch, 2005).”
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, background): “…(Sykes, 2005; Thorne & Payne, 2005) and, specifically, the reported efficacy of intercultural communication for pragmatic development (e.g., Belz, 2003; Belz & Thorne, 2006; Belz & Vyatkina, 2005; Kinginger & Belz, 2005; Thorne, 2003, 2006) but only partially take advantage of the SIE…”