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Cette carte de concepts créée avec IHMC CmapTools traite de: Kabata_Tandem_Meynadier, The UA-DWC project Learning situation Learners, The UA-DWC project Learning situation regular course during 8 weeks, The UA-DWC project Learning situation goals, goals an asynchronous cross-cultural bilingual communication project students gain linguistic skills in a meaning-focused exchanges a better understanding of the proficiency levels of each other's second language, The UA-DWC project Conclusion Questions, The UA-DWC project Conclusion Findings, The UA-DWC project Subjects 40 Canadian students (16 male and 24 female) in a third-year learning Japanese at the University of Alberta (UA), Findings amount and type of incidental learning may depend on the students'proficiency level 1 all aspects learned: vocabulary, grammar kanji and phrase/sentential expressions 2 explicit correction were acknowledged and/or reported. Better understanding of their own errors through negociations need of a clearer indication of errors accompanied possibly by a metalinguistic explanation 3 authentic texts provided by their keypals vocabulary (without explicit correction) and all other aspects (grammar, kanji,...), The UA-DWC project Subjects 35 Japanese students third year learning english at Doshiba Women's College (DWC), activities exchange message using both English and Japanese questions and answers regarding common topics, The UA-DWC project Learning situation activities, Learners Tandem learning divided into 16 groups of 4 to 5 members, questions and answers regarding common topics level of awareness about linguistic issues different requirements differents for each group, focus on the meaning for UA and on the language use and the meaning for DWC, Environnement Promote incidental learning freely communicate discussion board in the WebCT courseware logs and message texts keypal project, The UA-DWC project Authors Kabata professor at UA teaches Japanese and Japanes linguistics; Edasawa retired profesor at DWC, interests in teaching intercultural communication, Questions Purpose 1 what kind of linguistic items are learned through the keypal project? 2 do students recognize and learn from keypals' corrective input differently when they are presented explicitly as opposed to when tey are presented implicitly without overt indication? 3 what kinf of incidental learning, if any, is observed?, The UA-DWC project Learning situation Environnement, students gain linguistic skills in a meaning-focused exchanges a better understanding of the proficiency levels of each other's second language how student perceive the input, either explicit or implicit from their keypals abstract and factual knowledge explicit/implicit corrections of grammatical items, metalinguistic explanations vocabulary usage, and phrasal/sentential expressions