" Early on, research relating to CMC in language learning and teaching looked at the linguistic content of CMC text to examine how language learners could improve certain communication functions and learn linguistic figures through CMC activities (Blake, 2000; Chun, 1994; Kern, 1995; Ortega, 1997; Pellettieri, 2000; Smith 2000, Sotlillo, 2000; Toyoda & Harrison, 2002, Tudini, 2003; Warschauer, 1996) Recent studies of "tellecollaborative projects have examined how language learners jointly construct the contexts of their CMC activities, as part of their focus on tensions among intercultural communication partners. (Belz, 2003, 2003; Kramsch & Thorn, 2002; O'Dowd, 2003; Ware 2000, War & Kramsch, 2005) IN the study of Shin (2006) which was "informed by Ware's (2005) examination of a tellecollaborative communication project between American college students and German students" Shin (2006) looks into "how a group of ESL students co-constructed online interactions of synchronous CMC practices within the dynamics of their group while engaging with contextual elements of their CMC activities." Specifically examined is how the "students construed and configured the context of their online interactions by constructing online discourses." (Shin, 2006) Shin states that explored are the questions of: (1) What kinds of interactional patterns are a group of ESL students jointly constructing? (2) What kinds of interactions norms are the ESL students establishing within computer-mediated social interactions; and (3) How do the ESL students utilize CMC activities for their linguistic, social and academic goals? (2006) Shin notes the work of Ochs, 1990; Schieffelin & Ochs, 1986; and Willett, 1995 stating that "Learner's construction of their learning context is based on the affordances they make regarding learning activities that are intertwined with language socialization." (Shin, 2006) Shin's (2006) study was an "ethnographic case study....conducted in an intermediate adult ESL class with 16 students at a university in the northeastern United States. The class was affiliated with a university language program serving pr9imarily international graduate students, visiting scholars and their spouses. (2006) The findings of Shin's (2006) study state that: "Participants...reported such constraints as fast turn formation, written text as a main type of communication and discontinuous communication with disrupted interactions." (2006) Also reported were "opportunities/benefits such as being free from the need to share physical space, no need to worry about pronunciation, and the ability to review ways of speaking such as the saved chat dialogues for their language learning. Because the participants were not familiar with the interactions that was some complaints of these interactional features which caused some frustration and confusion. Shin states that "In sociocultural theory, learning is a process that entails not only internalization of the knowledge of the learning task, but also transforming and using the internalized knowledge for other purposes in the process of development (Gross, Smagorinsky, & Valencia, 1999; Vygotsky, 1978)." (2006) It is stated that: "This type of learning process is one that places emphasis on "the learner's role in social practices that involves the formulated, tool-mediated, goal-oriented actions. The ways in which the ESL students reconstructed and utilized the social practices of their CMC activities represented sociocultural perspectives of language learning in that they used CMC practices for different purposes that reflected needs emanating from roles in their lives. IN particular, their professional roles indicated how the participants drew on the CMC meetings." (2006) IN fact it was how the participants "restructured and utilized their CMC activities for their life goals" which demonstrated the "complexity of understanding CMC uses in language education in relation to social, cultural, linguistic, material, and discursive contents." (Shin, 2006) contributing to previous studies of CMC contexts, this study contends that one also needs to see the configured context co-constructed by language learners to fully capture the complexity of CMC practices, since the context for any learning activity is an interconnected relationship among contextual elements of the learning environment that learners configure for learning tasks. This perspective of context is anchored to ecological perspectives of language learning (Kramsch, 2002; Leather & van Dam, 2003; van Lier, 2000, 2002), which allow researchers and teachers to avoid rigid conceptions of learning and its contexts. Ecologically exploring the ways in which learning contexts are jointly configured within group dynamics by participants illustrates their identities/subjectivities regarding co-constructed norms, rules, and goals, as well as specific interests and concerns embedded in their language socialization processes through CMC. Ecological perspectives are not only concerned with...
Examining how language learners carry their interests and life stories over to online language learning spaces requires more research into how online and offline lives of participants are interconnected, while shaping affordances regarding their CMC activities (Lam, 2000, 2004; Leander & McKim, 2003; Ware, 2005)." (2006)
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