Mediation in intercultural interaction Examples from a university-level L2 German working group
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...
I tiakina i:
| I whakaputaina i: | Zeitschrift für Interaktionsforschung in DaFZ |
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| Ngā kaituhi matua: | , |
| Hōputu: | Artikel (Zeitschrift) |
| Reo: | Tiamana |
| I whakaputaina: |
Philipps-Universität Marburg
2024
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| Ngā marau: | |
| Urunga tuihono: | Urunga tuihono |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| Whakarāpopototanga: | 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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| DOI: | 10.17192/ziaf.2024.4.1.8633 |