2024
2024-09-24
10.17192/ziaf.2024.4.1.8633
urn:nbn:de:hebis:04-0009-2024-315-86336
keine Angabe
Mediation in intercultural interaction
This article examines the question of how groups of foreign language learners interact and cooperate in a virtual learning enviornment. The observations are based on an explorative empirical study of mediation activities among US-American German as Foreign Language learners. The participants worked together in small groups via video conferencing on a collaborative task within an authentic academic context. The differentiated mediation scales and descriptors of the Common European Framework of Reference (CEFR) Companion Volume (2020, German version), which are based on an expanded concept of mediation, serve as an analysis tool for the verbal data. The data show that the interactants use various mediation actions to accomplish the task. This provides an indication of the importance and function of mediation for interaction and its relevance for (foreign) language teaching. The elicited data further show that a collaborative mediation task is characterized by two group-specific mediation levels with separate mediation activities.
Mediation
erweiterter Mediationsbegriff
collaborative task
interaction
expand concept of mediation
Deutsch als Fremdsprache
German as a foreign language
mediation
Interaktion
kollaborative Aufgabe
Universitätsbibliothek Marburg
Publikationsserver der Universitätsbibliothek Marburg
2024-09-24
application/pdf
Mediation
erweiterter Mediationsbegriff
urn:nbn:de:hebis:04-0009-2024-315-86336
Examples from a university-level L2 German working group
collaborative task
Ulrike
Arras
Arras, Ulrike
Katharina
Schuhmann
Schuhmann, Katharina
2024-09-24
German
2024-09-25
interaction
expand concept of mediation
Deutsch als Fremdsprache
2024
This article examines the question of how groups of foreign language learners interact and cooperate in a virtual learning enviornment. The observations are based on an explorative empirical study of mediation activities among US-American German as Foreign Language learners. The participants worked together in small groups via video conferencing on a collaborative task within an authentic academic context. The differentiated mediation scales and descriptors of the Common European Framework of Reference (CEFR) Companion Volume (2020, German version), which are based on an expanded concept of mediation, serve as an analysis tool for the verbal data. The data show that the interactants use various mediation actions to accomplish the task. This provides an indication of the importance and function of mediation for interaction and its relevance for (foreign) language teaching. The elicited data further show that a collaborative mediation task is characterized by two group-specific mediation levels with separate mediation activities.
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article
https://doi.org/10.17192/ziaf.2024.4.1.8633
German as a foreign language
4
https://doi.org/10.17192/ziaf.2024.4.1
Wechselwirkungen zwischen Unterricht und Lebenswelt
https://journals.uni-marburg.de/0009/2024/315/cover.png
1
urn:nbn:de:hebis:04-0009-2024-3157
Vol 4 No 1 (2024)
PeriodicalPart
2024
2024-09-24
urn:nbn:de:hebis:04-00094
2750-249X
Sprachwissenschaft, Linguistik
Language, Linguistics
Fachbereich Germanistik und Kunstwissenschaften
https://journals.uni-marburg.de/0009/cover.png
3101186-X
Periodical
Deutschhausstraße 9, 35037 Marburg
Marburg
Philipps-Universität Marburg
Zeitschrift für Interaktionsforschung in DaFZ
application/pdf
mediation
Interaktion
kollaborative Aufgabe
Mediation in intercultural interaction
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