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Keith Summey North Charleston Library
9 a.m. – 5 p.m.
Phone: (843) 744-2489
Folly Beach Library
Closed
Phone: (843) 588-2001
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
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Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
McClellanville Library
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Miss Jane's Building (Edisto Library Temporary Location)
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John L. Dart Library
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St. Paul's/Hollywood Library
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Mt. Pleasant Library
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Dorchester Road Library
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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Otranto Road Library
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Bees Ferry West Ashley Library
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Reversal of Participation Roles in NS-NNS Synchronous Telecollaboration
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- Author(s): van der Zwaard, Rose; Bannink, Anne
- Language:
English- Source:
CALICO Journal. 2018 35(2):162-181.- Publication Date:
2018- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Equinox Publishing Ltd. Office 415, The Workstation, 15 Paternoster Row, Sheffield, S1 2BX, UK. Tel: +44-114-221-0285; Fax: +44-114-279-6522; e-mail: [email protected]; Web site: https://journals.equinoxpub.com/index.php/CALICO/
- Peer Reviewed: Y
- Source: 20
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- ISSN: 2056-9017
- Abstract: In this article we investigate data from digital interactions between native speaker (NS) and non-native speaker (NNS) dyads of English during synchronous computer mediated communication. As opposed to most studies into the NS-NNS interface, we reversed the expert-learner participant roles: during the task performance, the NS was the (cultural) learner and the NNS the expert. Our aim was to observe the influence of these reversed participant categories on participant behavior and task performance, i.e., to see if NNS behavior as described in earlier studies also applies to the NSs in a similar apprentice position during a cross-cultural exchange, and vice versa. We found that, in both video calls and written chats, the NSs and NNSs behave in a similar manner when cast in both apprentice and learner roles. We conclude that, in task design and telecollaboration practice, the situated identities of the participants should be taken into account.
- Abstract: As Provided
- Publication Date: 2018
- Accession Number: EJ1179346
- Availability:
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