Computer-mediated exchanges in language learning: what can be researched and how can we go about it? Mirjam Hauck, Regine ...
Outline <ul><li>Part 1: What is the focus of your research? </li></ul><ul><li>Part 2: Researchable text and multimodal dat...
Part 1:    What is the focus of your research?
Areas of research (e.g. using DA/CA, Lamy & Hampel 2007) <ul><li>Researching learner language </li></ul><ul><li>Grammatica...
Part 2:    Researchable text and multimodal data
What is multimodal data (in the context of CMC)? <ul><li>it is complex and diverse </li></ul><ul><li>requires tools for de...
FlashMeeting
Elluminate
Our understanding of text <ul><li>“ We want to insist from the beginning that the semiotic instances in which we are inter...
In digital media… <ul><li>text =  writing + still/moving images + space + (often) sound </li></ul>
Body and meaning <ul><li>the ways in which we </li></ul><ul><li>direct our gaze </li></ul><ul><li>use facial expressions, ...
Part 3:    Tools for recording, transcription and analysis
The role of technology <ul><li>now we are able  </li></ul><ul><li>to record audio and visual data (e.g. using Camtasia) </...
Camtasia
FlashMeeting data log
CAQDAS <ul><li>Computer Assisted Qualitative Data Analysis Software (CAQDAS) packages (e.g. AtlasTi or NVivo) offer system...
Part 4:  Various approaches to transcription
What is multimodal transcription? <ul><li>“ multimodal transcriptions are ultimately based on the assumption that a transc...
Transcription example (Hampel and Hauck 2006)
The dilemma of traditional approaches to transcription <ul><li>traditional approach to spoken interaction: </li></ul><ul><...
Transcription example (Satar in preparation)
Transcription example (Goodwin 2007)
Transcription example (Norris 2006)
What is transcribed? <ul><li>con text has gradually gained ground: </li></ul><ul><li>posture </li></ul><ul><li>gesture </l...
Challenges of new approaches <ul><li>how micro is useful? Is macro analysis more productive? Zooming ‘in’  versus  ‘pannin...
THANK YOU! <ul><ul><li>Flewitt, R., Hampel, R., Hauck, M. and Lancaster, L. </li></ul></ul><ul><ul><li>What are multimodal...
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Cmc Sig Leon Workshop Mh Rh 200409

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Interactive Workshop by Mirjam Hauck and Regine Hample presented at the Eurocall CMC SIG Workshop in Leon Spain. Computer-mediated exchanges in language learning: what can be researched and how can we go about it?

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  • Cmc Sig Leon Workshop Mh Rh 200409

    1. 1. Computer-mediated exchanges in language learning: what can be researched and how can we go about it? Mirjam Hauck, Regine Hampel Department of Languages The Open University/UK Eurocall CMC SIG, León, 23–25 April 2009
    2. 2. Outline <ul><li>Part 1: What is the focus of your research? </li></ul><ul><li>Part 2: Researchable text and multimodal data </li></ul><ul><li>Part 3: Tools for recording, transcription and analysis </li></ul><ul><li>Part 4: Approaches to transcription </li></ul><ul><li>Challenges! </li></ul>
    3. 3. Part 1: What is the focus of your research?
    4. 4. Areas of research (e.g. using DA/CA, Lamy & Hampel 2007) <ul><li>Researching learner language </li></ul><ul><li>Grammatical accuracy </li></ul><ul><li>Pragmatic functions and syntactic complexity </li></ul><ul><li>Analysis of discourse (among chat participants) </li></ul><ul><li>Individual differences in working memory and oral proficiency </li></ul><ul><li>Researching communication </li></ul><ul><li>Communication strategies to fill comprehension gaps </li></ul><ul><li>Patterns in native–non native chat </li></ul><ul><li>Learner engagement with native speakers </li></ul><ul><li>Researching intercultural issues </li></ul><ul><li>Intercultural competence </li></ul><ul><li>Politeness and style shifting in different cultures </li></ul><ul><li>Researching affordances </li></ul><ul><li>Techno-literacy, impact of the medium on ways that learners interact </li></ul><ul><li>Researching pedagogy </li></ul><ul><li>Teacher training and teachers’ cultures </li></ul><ul><li>Critical pedagogy (power and equality in learning online) </li></ul>
    5. 5. Part 2: Researchable text and multimodal data
    6. 6. What is multimodal data (in the context of CMC)? <ul><li>it is complex and diverse </li></ul><ul><li>requires tools for description and analysis that can accommodate this complexity </li></ul>
    7. 7. FlashMeeting
    8. 8. Elluminate
    9. 9. Our understanding of text <ul><li>“ We want to insist from the beginning that the semiotic instances in which we are interested – the texts – include the everyday practices of ‘ordinary’ humans as much as the articulations of discourses in more conventionally text-like objects such as magazines, TV programmes, and so on. We will refer to these [as] ‘practically lived texts’ ” </li></ul><ul><li>(Kress and Van Leeuven’s (2001: 24) </li></ul>
    10. 10. In digital media… <ul><li>text = writing + still/moving images + space + (often) sound </li></ul>
    11. 11. Body and meaning <ul><li>the ways in which we </li></ul><ul><li>direct our gaze </li></ul><ul><li>use facial expressions, gesture, move, stand </li></ul><ul><li>manipulate objects </li></ul><ul><li>are part of how we communicate </li></ul><ul><li>we experience events as ‘multimodal scenes’ </li></ul><ul><li>(Gray 2004) </li></ul>
    12. 12. Part 3: Tools for recording, transcription and analysis
    13. 13. The role of technology <ul><li>now we are able </li></ul><ul><li>to record audio and visual data (e.g. using Camtasia) </li></ul><ul><li>to transcribe them (e.g. using Transana) </li></ul><ul><li>and to store and analyse them (e.g. using CAQDAS) </li></ul>
    14. 14. Camtasia
    15. 15. FlashMeeting data log
    16. 16. CAQDAS <ul><li>Computer Assisted Qualitative Data Analysis Software (CAQDAS) packages (e.g. AtlasTi or NVivo) offer systematic frameworks for: </li></ul><ul><ul><li>organisation, coding, searching and retrieval of data </li></ul></ul><ul><ul><li>creation of visual analytic networks </li></ul></ul><ul><ul><li>building portfolios of linked multi-media data clips accessible in just one or two clicks </li></ul></ul><ul><ul><li>-> managing multi-media data sets </li></ul></ul><ul><ul><li>-> allowing for new forms of transcription </li></ul></ul><ul><li>but: they don’t interpret the data! </li></ul>
    17. 17. Part 4: Various approaches to transcription
    18. 18. What is multimodal transcription? <ul><li>“ multimodal transcriptions are ultimately based on the assumption that a transcription will help us understand the relationship between a specific instance of a genre […] and the genre’s typical features” (Baldry and Thibault 2006: 30) </li></ul><ul><li>transcription = reduced version of observed reality </li></ul><ul><li>“ transcription is theory: the mode of data presentation not only reflects subjectively established research aims, but also inevitably directs research findings ” (Ochs 1979) </li></ul>
    19. 19. Transcription example (Hampel and Hauck 2006)
    20. 20. The dilemma of traditional approaches to transcription <ul><li>traditional approach to spoken interaction: </li></ul><ul><ul><li>transcribing spoken verbal language </li></ul></ul><ul><ul><li>timings </li></ul></ul><ul><ul><li>pauses </li></ul></ul><ul><ul><li>overlapping and contiguous utterances </li></ul></ul><ul><li>written and spoken language is still predominant in transcription </li></ul><ul><li>how can the following be transcribed? </li></ul><ul><ul><li>objects (at the centre of/peripheral to the interaction </li></ul></ul><ul><ul><li>spacial relationships </li></ul></ul><ul><ul><li>temporal organisation </li></ul></ul>
    21. 21. Transcription example (Satar in preparation)
    22. 22. Transcription example (Goodwin 2007)
    23. 23. Transcription example (Norris 2006)
    24. 24. What is transcribed? <ul><li>con text has gradually gained ground: </li></ul><ul><li>posture </li></ul><ul><li>gesture </li></ul><ul><li>head movement </li></ul><ul><li>gaze </li></ul><ul><li>music </li></ul><ul><li>print and layout </li></ul><ul><li>“ multimodal texts are composite products of the combined effects of all the resources used to create and interpret them” </li></ul><ul><li>(Baldry and Thibault 2006: 18) </li></ul>
    25. 25. Challenges of new approaches <ul><li>how micro is useful? Is macro analysis more productive? Zooming ‘in’ versus ‘panning out’ </li></ul><ul><li>representation of simultaneous events in a linear medium (e.g. in an article) </li></ul><ul><li>paradox: difficulties of ‘reading’ multimodal transcription could outweigh advantages of descriptive ‘purity’ </li></ul><ul><li>media chosen should not become the research method </li></ul><ul><li>software and technological expertise needed </li></ul>
    26. 26. THANK YOU! <ul><ul><li>Flewitt, R., Hampel, R., Hauck, M. and Lancaster, L. </li></ul></ul><ul><ul><li>What are multimodal data and transcription? </li></ul></ul><ul><ul><li>In: Jewitt, C. (ed.) The Routledge Handbook of Multimodal Analysis (July 2009) </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>
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