1. From Teletandem to usage based tasks: learning after doing Paola Leone Università del Salento, Italy Paola Leone Università del Salento, Italy

2. Topics:  How telecollaboration is implemented at University of Salento, Italy;  Research topics on telecollaboration ;  Research and teaching: Usage based/corpora based tasks.

3. Telecollaboration  face to face tandem version (Brammerts, 2003), Teletandem Reciprocity  same time for L1 and L2; Learning in collaboration  (e.g. Telles 2009) Learning autonomously  students must plan their activity on their own (Telles & Vassallo 2006) Oral interaction  Teletandem Written Interaction Blog, forum, etc.

4. Teletandem network Europe Universidade Estadual Paulista University of Hawaii University of Miami University of Washington Seattle University Virginia Commonwealth University (VCU) Truman State University Georgetown University Universidad Nacional Autonoma de México Universidade Estadual Paulista University of Hawaii University of Miami University of Washington Seattle University Virginia Commonwealth University (VCU) Truman State University Georgetown University Universidad Nacional Autonoma de México University of Southampton University of Bonn University of Lille 3 University of Salento University of Bologna Asia Universidade de Chulalongkorn (Thailand) University of Yamaguchi Universidade de Chulalongkorn (Thailand) University of Yamaguchi North, Central and South America

5. Teletandem- (Tele)collaboration Interistitutional – international collaboration Positive: effective collaboration with colleagues working abroad. It can be a first step towards internationalization Problems: Two institutions, two different institutionalization forms, different students’ motivation and involvement Interistitutional – international collaboration Positive: effective collaboration with colleagues working abroad. It can be a first step towards internationalization Problems: Two institutions, two different institutionalization forms, different students’ motivation and involvement Intra-istitutional collaboration  Teletandem at Università del Salento (unisalento): Positive: Professors/Language Instructors of different languages work together. Problems: different level of familiarity with ICT, workload, shortage of financing Intra-istitutional collaboration  Teletandem at Università del Salento (unisalento): Positive: Professors/Language Instructors of different languages work together. Problems: different level of familiarity with ICT, workload, shortage of financing

6. Institutionalization -Teletandem is combined with workshops on different topics (e.g. open resources on the web for autonomous learning, webcef, intercultural communication) - Teletandem can be combined with written telecollaboration -It is part of an optional exam; -It lasts usually 12 sessions (1 hr each); -It is based either on free conversation or on topic oriented discussions -Teletandem is combined with workshops on different topics (e.g. open resources on the web for autonomous learning, webcef, intercultural communication) - Teletandem can be combined with written telecollaboration -It is part of an optional exam; -It lasts usually 12 sessions (1 hr each); -It is based either on free conversation or on topic oriented discussions

7. (Tele)collaboration at unisalento Telecollaboration (Teletandem and/or written interaction) AimsProfessors and/or language instructors Involved Italian- English (University of Southampton) To develop: -oral skills; -oral and written computer mediated interaction Professors (e.g. English Literature) language instructors Italian/English language Italian – German (University of Bonn) To develop oral computer mediated interaction Professors and language instructors Intercomprehension Romance languages (Universidade Estadual Paulista) MIRIADI To develop: -oral intercomprehension -written intercomprehension Professors and language instructors

8. Research Corpus: COMETE (COrpus Multilingue di E-learning and TElecollaboration E-learning: Tasks employing digital technolgies (e.g. clouds) Corpus include (in progress): -Data for research purposes -Data as pedagogycal resource for authonomous language learning (e.g. tasks but also videoclips) Experience Empirical Approach Video-recordings Transcription Experience Empirical Approach Video-recordings Transcription

9. Research topics: - Discourse structure (e.g. focus on form and focus on meaning sequences; Leone 2009; Leone 2013) - Interactional dominance (i.e. role of participants in interaction in relation to content expertize - Pragmatic –interactional dimension (i.e. the use of discourse markers: De Marco & Leone 2012; forthcoming) - Discourse structure (e.g. focus on form and focus on meaning sequences; Leone 2009; Leone 2013) - Interactional dominance (i.e. role of participants in interaction in relation to content expertize - Pragmatic –interactional dimension (i.e. the use of discourse markers: De Marco & Leone 2012; forthcoming)

10. Future research (march 2014)-Unisalento-UNESP Intercomprehension among Romance languages (intercomprensione tra le lingue romanze) - Formal instruction effects over communication (i.e. Communicative Strategies before and after formal instruction on intercomprehension) Intercomprehension among Romance languages (intercomprensione tra le lingue romanze) - Formal instruction effects over communication (i.e. Communicative Strategies before and after formal instruction on intercomprehension)

11. Research and Teaching Corpus- based language pedagogy (e.g. Tognini Bonelli 2001; Belz, Vyatkina 2008) Form-focused instruction during classroom activities Data-driven learning (John 1986) Learners: participants and observers (Aston, Gavioli 2001; Belz, Vyatkina 2008) Corpus- based language pedagogy (e.g. Tognini Bonelli 2001; Belz, Vyatkina 2008) Form-focused instruction during classroom activities Data-driven learning (John 1986) Learners: participants and observers (Aston, Gavioli 2001; Belz, Vyatkina 2008)

12. Learning scenario: Collaboration and troubleshooting PhaseContents 1. L2 language level. Interlanguage and cognition 2. We learn interacting Interactionist theory, sociocostructi vism 3. Troubleshooting clips (COMETE) Negotiation of meaning Objectives. To strenghten -Metacommunicative abilities -An interationist conception of language learning (Long 1981; Gass, Varonis 1985)  change believes and attitudes -Motivation Objectives. To strenghten -Metacommunicative abilities -An interationist conception of language learning (Long 1981; Gass, Varonis 1985)  change believes and attitudes -Motivation Resources: Video-recordings of Teletandem sessions