Rapport-building through call in teaching Chinese as a foreign language: An exploratory study

Jiang, Wenying and Ramsay, Guy (2005) Rapport-building through call in teaching Chinese as a foreign language: An exploratory study. Language Learning and Technology, 9 2: 47-63.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
UQ77553_OA.pdf Full text (open access) application/pdf 143.76KB 3
Author Jiang, Wenying
Ramsay, Guy
Title Rapport-building through call in teaching Chinese as a foreign language: An exploratory study
Journal name Language Learning and Technology   Check publisher's open access policy
ISSN 1094-3501
Publication date 2005-05
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 9
Issue 2
Start page 47
End page 63
Total pages 17
Editor I. Thompson
D Chun
P. DaGrossa
Place of publication Honolulu, HI, United States
Publisher National Foreign Language Resource Center
Collection year 2005
Language eng
Subject C1
330107 Educational Technology and Media
751002 Languages and literacy
Abstract Technological advances have brought about the ever-increasing utilisation of computer-assisted language learning ( CALL) media in the learning of a second language (L2). Computer-mediated communication, for example, provides a practical means for extending the learning of spoken language, a challenging process in tonal languages such as Chinese, beyond the realms of the classroom. In order to effectively improve spoken language competency, however, CALL applications must also reproduce the social interaction that lies at the heart of language learning and language use. This study draws on data obtained from the utilisation of CALL in the learning of L2 Chinese to explore whether this medium can be used to extend opportunities for rapport-building in language teaching beyond the face-to-face interaction of the classroom. Rapport's importance lies in its potential to enhance learning, motivate learners, and reduce learner anxiety. To date, CALL's potential in relation to this facet of social interaction remains a neglected area of research. The results of this exploratory study suggest that CALL may help foster learner-teacher rapport and that scaffolding, such as strategically composing rapport-fostering questions in sound-files, is conducive to this outcome. The study provides an instruction model for this application of CALL.
Keyword Education & Educational Research
Applied Linguistics
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 11 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Wed, 15 Aug 2007, 07:10:02 EST