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Your search keyword '"Laia Canals"' showing total 4 results
Start Over Author "Laia Canals" Topic negotiation of meaning
4 results on '"Laia Canals"'

1. Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback

Author

Laia Canals

Subjects
interactional feedback, negotiation of meaning, virtual exchange, language-related episodes, language learning online, Philology. Linguistics, P1-1091
Abstract

The present study draws on earlier research on learner-learner dyadic interactions in an e-tandem virtual exchange and examines negotiation of meaning episodes based on the qualitative data. These data come from learner-learner interactions during oral tasks carried out using a video conferencing tool. The aim is to unveil the interactional patterns that emerge during negotiation of meaning episodes which have been deemed beneficial for L2 development, particularly those which offer opportunities for modified output to occur (Gurzynski-Weiss & Baralt, 2015; Long, 1996; Pica, 1994; Schmidt, 1990). The results highlight the role that metalinguistic information plays in scaffolding the process of negotiation of meaning and emphasize the benefits of e-tandem exchanges where learners alternate between the roles of expert and learner, depending on the language used during each language-related episode.

Published
2023
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2. Translanguaging practices and metalinguistic reflection during negotiation of meaning in tandem virtual exchanges

Author

Laia Canals

Subjects
Online oral interaction, Task-based language learning (TBLL), Negotiation of meaning, Metalinguistic reflection, Synchronous computer-mediated communication, Special aspects of education, LC8-6691, Language and Literature
Abstract

Earlier studies exploring translanguaging in virtual exchanges (Walker, 2018; Zheng et al., 2017) have mainly focused on identifying translanguaging in written chats to analyze discursive aspects and feedback processes. However, tandem virtual exchanges provide the possibility of analyzing the negotiation of meaning of linguistic aspects from the perspective of plurilingual practices, such as translanguaging, which have not yet been investigated in these contexts. The present study examines the role that the linguistic repertoires of the learners play in learner-learner interactions in tandem virtual exchanges between college-students at a Canadian and a Spanish university. Eighteen learners interacted online while carrying out oral collaborative tasks where they negotiated and co-created meaning in their respective target languages. In these interactions, the entire linguistic repertoires of the learners scaffolded the conversations and contributed to mutual understanding. Translanguaging practices occurred mostly in inquiries and explanations about linguistic aspects where metalinguistic reflection played an important role.

Published
2023
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3. The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges

Author

Laia Canals and Universitat Oberta de Catalunya

Subjects
Linguistics and Language, synchronus computer-mediated communication, aprenentatge de llenguatge basat en tasques, interacción oral online, negotiation of meaning, telecomunicació, interacció oral online, telecolaboració, task-based language learning (TBLL), videollamada, telecollaboration, negociación de significado, computación sincrona mediada por computadora, aprendizaje del lenguaje basado en tascas, telecolaboración, Language and Linguistics, telecomunicación, Education, videotrucada, negociació de significat, telecommunication, SCMC, computació sincrona mediada per computadora, videocall, oral interaction online
Abstract

This study sets out to examine learner-learner oral interaction during a task-based virtual exchange carried out online using video-based SCMC among 32 English and Spanish foreign language learners from two different universities. The video-recordings of three oral tasks in which learners took part in pairs were analyzed to identify, transcribe, and code language related episodes. These were divided into episodes carried out entirely in Spanish, entirely in English or by combining the use of the two languages resulting in episodes which originally started in English or Spanish but exhibited translanguaging. The aim of the study was to identify the language or language-combination mode that was more effective in eliciting interactional feedback and modified output and thus aiding in L2 development. The results indicated that English episodes exhibited slightly more explicit corrective feedback but Spanish episodes contained significantly more modified output. The presence of translanguaging had a statistically significant effect on the amount of interactional feedback and modified output in the episodes which started in Spanish. These findings suggest that English may act as the default language when the focus of attention in an oral task switches to examine a language point in virtual exchanges which has implications for L2 development.

Published
2022

4. Multimodality and translanguaging in negotiation of meaning

Author

Laia Canals and Universitat Oberta de Catalunya (UOC)

Subjects
Linguistics and Language, Translanguaging, media_common.quotation_subject, negotiation of meaning, Qualitative property, Gaze, Linguistics, Multimodality, Negotiation, interactional feedback, English, higher education, Computer-mediated communication, Psychology, computer-mediated communication, foreign language instruction, multimodality, media_common, Meaning (linguistics), Gesture
Abstract

The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language-related episodes (LREs) involving meaning negotiation. The oral tasks carried out using synchronous video-based computer-mediated communication were part of a tandem virtual exchange (Spain, Canada). The participants, 18 dyads of English and Spanish college-level learners, conducted three oral interaction tasks in pairs online. LREs were identified and transcribed and data were analyzed quantitatively and qualitatively, including all instances of translanguaging and uses of multiple modes of meaning-making. Quantitative data revealed that translanguaging involved not only English and Spanish, but also other shared languages and occurred mostly during meaning negotiation. Additionally, the use of multimodal elements, including gestures, postures, gaze, multiple digital and physical devices (mobile devices, computers, props, notes) was examined. Qualitative data analyses revealed the interplay between multimodality and learners' multilingual repertoires which reinforced and complemented meaning-making during these episodes.

Published
2021

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