1. Computer Mediated Communication (CMC) Tina Badstübner SLAT 583 – Materials Design

2. What is CMC ? The use of computers and computer local area networks (LANs) for communication purposes (spontaneous and written)The use of computers and computer local area networks (LANs) for communication purposes (spontaneous and written) We differentiate between asynchronous (e.g. e- mail, message boards) and synchronous (e.g. chat, MOOs, instant messengers) forms of CMCWe differentiate between asynchronous (e.g. e- mail, message boards) and synchronous (e.g. chat, MOOs, instant messengers) forms of CMC Useful tool for FL instructionUseful tool for FL instruction Programs available at UA: COH Chat Client, IRC Français; public programs: AOL, MSN, YahooPrograms available at UA: COH Chat Client, IRC Français; public programs: AOL, MSN, Yahoo

3. Instructional Origins The use of LANs in native-speaker English instruction began in the mid-1980s at Gallaudet UniversityThe use of LANs in native-speaker English instruction began in the mid-1980s at Gallaudet University Batson developed the idea of electronic networks for interaction (ENFIs) to provide deaf students with a means to communicate in English with the ultimate goal of developing their writing skillsBatson developed the idea of electronic networks for interaction (ENFIs) to provide deaf students with a means to communicate in English with the ultimate goal of developing their writing skills Since the late 1980s, there has been an increased interest in implementing synchronous CMC in ESL and FL learningSince the late 1980s, there has been an increased interest in implementing synchronous CMC in ESL and FL learning

4. Advantages of CMC Bridges the gap between written and oral expression in the TLBridges the gap between written and oral expression in the TL Slows down the communication process and provides more time for reflectionSlows down the communication process and provides more time for reflection Allows students to express themselves more openly, and at their own paceAllows students to express themselves more openly, and at their own pace Lowers the affective filter, creates an anxiety-free environment (students are not put on the spot)Lowers the affective filter, creates an anxiety-free environment (students are not put on the spot) Encourages students’ use of the TL (code- switching is rare in CMC situations)Encourages students’ use of the TL (code- switching is rare in CMC situations)

5. More Advantages of CMC Changes the role of the instructor to that of a facilitator, interaction is more student-drivenChanges the role of the instructor to that of a facilitator, interaction is more student-driven Students become guides for each other in a decentralized lab-classroomStudents become guides for each other in a decentralized lab-classroom Promotes an inclusive environment: all students participate equallyPromotes an inclusive environment: all students participate equally Aids in the formation of a special linguistic community which is beneficial for FL learningAids in the formation of a special linguistic community which is beneficial for FL learning Written records of the discussions (transcripts) can be saved and used for follow-up activities in the traditional classroomWritten records of the discussions (transcripts) can be saved and used for follow-up activities in the traditional classroom

6. Pen and Paper Writing Synchronous Conferencing Formal accuracy Global coherence Reinforcement of canonical written discourse conventions Uninterrupted exploration of one’s own personal voice Fluency of self-expression Interactive responsiveness Blend of “orate” and “literate” forms of communication Juxtaposition of multiple voices and perspectives

7. Pen and Paper Writing Electronic Mail Normally limited audience (teacher) Often limited communicative purpose (display of competence) Tends to be perceived as relatively permanent and “on record” Intensive, recursive process that fosters elaboration and development of ideas Adherence to formal norms (language, genre, style) Contact with real people outside the classroom Wide range of communicative purposes (informing, persuading) Tends to be perceived as relatively ephemeral and disposable Emphasis on speed an succinctness of expression Adherence to formal norms tends to be relaxed (e.g., mixing of genres, mistakes)

8. Implications: Materials Design Technology-Led Approach: the technological capabilities of tools provide the foundation for the design of pedagogical tasksTechnology-Led Approach: the technological capabilities of tools provide the foundation for the design of pedagogical tasks Problems: Learning objectives are determined by the technical features of the tool.Learning objectives are determined by the technical features of the tool. Neglect of important factors related to the effective implementation of the pedagogical procedureNeglect of important factors related to the effective implementation of the pedagogical procedure The role of the learner or the learning process may be neglectedThe role of the learner or the learning process may be neglected

9. Implications: Materials Design The rejection of a technology-driven approach to pedagogical design does not necessarily imply a Theory-Driven ApproachThe rejection of a technology-driven approach to pedagogical design does not necessarily imply a Theory-Driven Approach Requiring CALL instruction to be theory-driven is unnecessarily restrictiveRequiring CALL instruction to be theory-driven is unnecessarily restrictive Levy (1997) argued for a fit between the capabilities of technology and the demands of the learning objectiveLevy (1997) argued for a fit between the capabilities of technology and the demands of the learning objective Early consideration of the technology to be used is importantEarly consideration of the technology to be used is important

10. Principles for Materials Design 1.Identify the features that distinguish CMC from other communication media in general (increased access to interaction and the emergence of a new communication medium) 2.Identify the constraints brought about by the specific environment in which CMC takes place 3.Analyze the potential pedagogical benefits of the instructional activities implemented in CMC

11. Keep in mind… Given that L2 interaction in CMC environment does not contain any built-in pedagogical objective, the instructional goals and the implementation of the procedures to achieve those goals will be the responsibility of L2 pedagogues (Salaberry, 2000).

12. Sample Activity (created by Senta Goertler & Zizi Otus) Go to the websites and find out your Chinese sign. Gather information about your sign such as personality traits, compatibility with other signs, and famous people with your sign. Then go to the chat and introduce yourself without revealing your sign. Your partner will do the same. Try to guess each others’ sign based on the information posted on the websites. http://mrl.nyu.edu/~liaos/horoscope_old.html http://www.tuvy.com/entertainment/chinese_horoscope.htm

13. Bibliography Beauvois, M. “Computer-Mediated Communication (CMC): Technology for Improving Speaking and Writing”. In: Bush. Technology-Enhanced Language Learning. NYC, 1997, 165-184.Beauvois, M. “Computer-Mediated Communication (CMC): Technology for Improving Speaking and Writing”. In: Bush. Technology-Enhanced Language Learning. NYC, 1997, 165-184. Salaberry, M. “Pedagogical Design of Computer Mediated Communication Tasks: Learning Objectives and Technological Capabilities”. MLA, Vol. 84(1), Spring 2000, 28-37.Salaberry, M. “Pedagogical Design of Computer Mediated Communication Tasks: Learning Objectives and Technological Capabilities”. MLA, Vol. 84(1), Spring 2000, 28-37. Omaggio-Hadley, A. Teaching Language in Context. (3rd Edition) Boston: Heinle & Heinle, 2001.Omaggio-Hadley, A. Teaching Language in Context. (3rd Edition) Boston: Heinle & Heinle, 2001.