Interactional Practices to Manage Epistemic Stances in Online Searches during a Computer-Mediated Conversation-for-Learning
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| Title: | Interactional Practices to Manage Epistemic Stances in Online Searches during a Computer-Mediated Conversation-for-Learning |
|---|---|
| Language: | English |
| Authors: | Choe, Ann Tai (ORCID |
| Source: | TESOL in Context. Dec 2022 30(2):9-33. |
| Availability: | Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Online Searching, Computer Mediated Communication, Second Language Learning, Second Language Instruction, Learning Activities, Communicative Competence (Languages), English (Second Language), Tutors, Videoconferencing, Epistemology, Humor, Teacher Student Relationship, Discourse Analysis, Interaction Process Analysis, Case Studies, Foreign Countries |
| Geographic Terms: | Brazil, United States |
| DOI: | 10.21153/tesol2022vol30no2art1517 |
| ISSN: | 1030-8385 2209-0916 |
| Abstract: | Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b), participants' interactional practices for managing epistemic stances in online searches remains largely unexplored. This paper examines how an intermediate-level learner of English jointly managed epistemics with a tutor in a text-and-voice teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent epistemic asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and display affiliation during online searches. Findings reveal that epistemic stance management is a prominent aspect of the IC involved in online search sequences. For example, during an online search, the tutee demonstrates his IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affiliative resources such as laughter and a term of endearment to delicately manage disaffiliation. By focusing on the management of epistemic stances during online searches, this study informs the use of online searches in L2 learning activities to foster opportunities to perform stance-taking practices as part of the learner's IC. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1371440 |
| Database: | ERIC |
| Abstract: | Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b), participants' interactional practices for managing epistemic stances in online searches remains largely unexplored. This paper examines how an intermediate-level learner of English jointly managed epistemics with a tutor in a text-and-voice teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent epistemic asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and display affiliation during online searches. Findings reveal that epistemic stance management is a prominent aspect of the IC involved in online search sequences. For example, during an online search, the tutee demonstrates his IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affiliative resources such as laughter and a term of endearment to delicately manage disaffiliation. By focusing on the management of epistemic stances during online searches, this study informs the use of online searches in L2 learning activities to foster opportunities to perform stance-taking practices as part of the learner's IC. |
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| ISSN: | 1030-8385 2209-0916 |
| DOI: | 10.21153/tesol2022vol30no2art1517 |
