Volume 1, Issue 3 December 2005, pp. 33–49
Syntactical and lexical development in NNS-NNS Asynchronous CMC
Recent research into asynchronous CMC-based interactions between native speakers (NS) and nonnative speakers (NNS) of a language has linked them to increased motivation and participation, and a reduction in anxiety (Beauvois & Eledge, 1996; Leh, 1997; Aitsiselmi, 1999), and studies suggesting that such interactions may lead to increases in L2 proficiency have begun to appear in the literature (e.g., Flor_z-Estrada, 1995; Ioanniou-Georgiou, 1999; Stockwell & Harrington, 2003). However, a problem faced by many second language teachers is the difficulty in finding suitable native speaking email partners with whom to hold exchanges, and teachers are often forced to conduct such projects solely with other nonnative speakers. This study is a follow-up study based on the methodology of previous research by Stockwell and Harrington (2003) to investigate if similar patterns of interaction and target-language (TL) development were also evident in an NNS-NNS setting. The study investigates 24 nonnative speakers of English studying at two different universities in Japan involved in a five-week email exchange project. Learner output was investigated for lexical and syntactic development over the exchange period through a combination of type/token ratio and T-unit analyses. The results of the study showed that there was evidence of TL development in the NNS-NNS interactions across the interaction period following a similar pattern to that found in the NS-NNS interactions, although significantly less pronounced. Examination of the interactions suggested that there were aspects that differed from the NS-NNS, which are also discussed.
© Glenn Stockwell
This work is licensed under a Creative Commons Attribution 4.0 International License.
Stockwell, G. (2005). Syntactical and lexical development in NNS-NNS Asynchronous CMC. The JALT CALL Journal, 1(3), 33–49. https://doi.org/10.29140/jaltcall.v1n3.16
EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education and Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education and Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.