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The Use of Negotiation of Meaning Functions in Second Life,[object Object],Sedat Akayoglu16.10.2010,[object Object]
Outline,[object Object],The purpose of the study,[object Object],Method,[object Object],Participants,[object Object],Data Collection Procedure,[object Object],Data analysis,[object Object],Findings,[object Object],Conclusion and Recommendations,[object Object],2,[object Object]
“a sociocultural perspective toward interaction research emphasizes the need for teachers and researchers to better understand the context of interaction of second language learners and accordingly there is a need for ‘ethnographic and discourse-analytic methods’ with their emphasis on the broader context in which the learning takes place...” ,[object Object],Chappelle (2004, p.595),[object Object],3,[object Object]
The purpose of the study,[object Object],The purpose of the study was to determine the discourse pattern of a course carried out in SL in terms of negotiation of meaning functions and to find out which functions were used the most frequently and the least frequently. ,[object Object],4,[object Object]
Negotiation of Meaning (NoM),[object Object],Pica (1994) defined NoM as “modification and reconstructing of interaction that occurs when learners and their interlocutors anticipate, perceive, or experience difficulties in message comprehensibility”.,[object Object],5,[object Object]
Method,[object Object],a mixed-methods approach including both qualitative and quantitative data analyses,[object Object],6,[object Object]
Participants,[object Object],60 freshman students  - Department of Foreign Language Education, Middle East Technical University,[object Object],Freshman students were divided into four sections regardless of their gender, academic achievement or any other variables.,[object Object],18-20 years old,[object Object],Not familiar with SL before the class,[object Object],Advanced Reading and Writing I (a must course during the Fall Term) ,[object Object],7,[object Object]
Content of the course,[object Object],Related to reading and writing skills,[object Object],SL was used for writing activities (it was used for a reading activity only in the first session),[object Object],Only paragraph types were introduced (No essay),[object Object],8,[object Object]
Data Collection Procedure,[object Object],A classroom (Classroom B) was used as the home place of the course. ,[object Object],Activities started there and sometimes students were asked teleport different landmarks. ,[object Object],9,[object Object]
Classrrom B,[object Object],10,[object Object]
Data Collection Procedure,[object Object],1 Reading text (for the first session ),[object Object],6 Writing tasks (about different types of paragraphs),[object Object],Descriptive Paragraph (This activity was an individual activity and thus there was no interaction among the students.),[object Object],Classification Paragraph,[object Object],Process Analysis Paragraph,[object Object],Narrative Paragraph,[object Object],Compare and Contrast Paragraph,[object Object],Argumentative Paragraph,[object Object],11,[object Object]
Activities (Descriptive Paragraph),[object Object],Some landmarks were predetermined ,[object Object],They were asked to teleport to these previously determined landmarks and to take some snapshots. ,[object Object],After that they wrote a descriptive paragraph to publish on their blogs.,[object Object],12,[object Object]
Activities (Classification Paragraph),[object Object],Students were asked to teleport to some places and interview with people in those places,[object Object],Students interviewed about the reason why those people were using SL,[object Object],They categorized the users of SL after discussing it with their classmates,[object Object],13,[object Object]
Activities (Process Analysis Paragraph),[object Object],Students created groups with their classmates and started to build houses in Classroom B,[object Object],Students were told how to build some basic objects (walls, doors),[object Object],After they finished building, they wrote a paragraph describing the process they completed step by step,[object Object],14,[object Object]
Activities (Narrative Paragraph),[object Object],SL used as a discussion platform,[object Object],Students were divided into groups and they were given prompts for a story and each group wrote a story including the prompts they were given.,[object Object],15,[object Object]
Activities (Narrative, cont.),[object Object],For example, the first group chose ,[object Object],“A homeless child” as their character,[object Object],“An expensive restaurant” as the setting,[object Object],“Late at night” as the time,[object Object],“A secret needs to be confessed to someone else” as the situation,[object Object],16,[object Object]
Activities (Compare and Contrast),[object Object],Students were asked to choose topics from the board built in Classroom B,[object Object],They were grouped according to their compare and contrast paragraph topics and they discussed on the similarities and differences of the given situations,[object Object],Finally, they published their paragraphs on their blogs,[object Object],17,[object Object]
Activities (Argumentative Paragraph),[object Object],Two message boards were created in SL and students received the argumentative paragraph topics touching the objects. ,[object Object],After they had chosen their topics, they discussed these topics with their classmates in groups,[object Object],They determined pros and cons of the argument ,[object Object],18,[object Object]
Data Collection Procedure (Cont.),[object Object],During the tasks, chat logs were stored on students’ computers; and they sent it via e-mail.,[object Object],Screen was recorded by means of Camtasia. ,[object Object],In order to capture the whole class view, an account was created called “Observer Elton” and the screen was recorded from his point of view.,[object Object],19,[object Object]
Data Analysis,[object Object],A taxonomy prepared by Akayoglu & Altun, 2008 was used to analyze the data.,[object Object],It was previously modified from the taxonomy prepared by Patterson and Trabaldo (2006),[object Object],20,[object Object]
21,[object Object]
Data Analysis,[object Object],The collected data imported into the software Hyper Research Qualitative Analysis Tool (version 5.2).,[object Object],The codes were applied to the chat logs and the data was analyzed. ,[object Object],22,[object Object]
23,[object Object]
24,[object Object]
Conclusions,[object Object],It was found that the most frequently used NoM functions were confirmation, elaboration request and clarification request; and the least frequently used functions were reply vocabulary, reply comprehension and vocabulary check. ,[object Object],25,[object Object]
It was notable that the findings of this study is in parallel with the studies carried out  before (Sotillo, 2000; Jepson, 2005; Patterson and Trabaldo, 2006; Akayoglu and Altun, 2008) on the NoM functions in text based computer mediated communication. ,[object Object],26,[object Object]
Recommendation,[object Object],This study might help ,[object Object],researchers studying on discourse analysis of online environments,[object Object],teachers and students in terms of creating a greater awareness of these environments,[object Object],teachers to take the mostly used functions into consideration while preparing courses ,[object Object],27,[object Object]
References,[object Object],Akayoğlu, S., & Altun, A. (2008). The functions of negotiation of meaning in text based CMC. In R. V. Marriott & P. L. Torres (Eds.), Research on E-Learning Methodologies for Language Acquisition (pp. 302-317). New York: Information Science Reference.,[object Object],Chappelle, C. A. (2004). Technology and Second Language Learning: Expanding Methods and Agenda. System 32(4): 593-601.,[object Object],Jepson, K. (2005). Conversations - and Negotiated Interaction - in Text and Voice Chat Rooms. Language Learning & Technology 9(3): 79-98.,[object Object],PattersonP., S. Trabaldo (2006). Negotiating for Meaning Across Borders with CMC. Teaching English with Technology. 6(2).,[object Object],Sotillo, S. M. (2000). Discourse Functions and Syntactic Complexity in Synchronous and Asynchronous Communication. Language Learning & Technology 4(1): 82-119.,[object Object],28,[object Object]
Res. Assist. Sedat Akayoglu,[object Object],Middle East Technical UniversityFaculty of EducationDepartment of Foreign Language EducationAnkara, Turkeyakayoglu@metu.edu.tr,[object Object],29,[object Object]

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