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    Designing talk in social networks: What Facebook teaches about conversation

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    Author
    Warner, Chantelle
    Chen, Hsin-I
    Affiliation
    Univ Arizona, German Studies & Language Acquisit & Teaching 2
    Issue Date
    2017-06
    Keywords
    Discourse Analysis
    Social Networking
    Technology-Mediated Communication
    Literacy
    
    Metadata
    Show full item record
    Publisher
    UNIV HAWAII, NATL FOREIGN LANGUAGE RESOURCE CENTER
    Citation
    Warner, C., & Chen, H. (2017). Designing talk in social networks: What Facebook teaches about conversation. Language Learning & Technology, 21(2), 121–138. Retrieved from http://llt.msu.edu/issues/june2017/warnerchen.pdf
    Journal
    LANGUAGE LEARNING & TECHNOLOGY
    Rights
    Copyright © 2017 Chantelle Warner & Hsin-I Chen.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy & Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander, 2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces quickly push back upon standard ways of describing conversational genres and communicative competence (Kern, 2014; Lotherington & Ronda, 2014). Drawing from an ecological interactional analysis (Goffman, 1964, 1981a, 1981b, 1986; Kramsch & Whiteside, 2008) of the Facebook communications of three German-speaking academics whose social and professional lives are largely led in English, the authors consider the kinds of symbolic maneuvers required to participate in the translingual conversational flows of SNS-mediated communication. Based on this analysis, this article argues that texts generated through SNS-mediated communication can provide classroom opportunities for critical, stylistically sensitive reflection on the nature of talk in line with multiliteracies approaches.
    Note
    Open Access Journal.
    ISSN
    1094-3501
    Version
    Final published version
    Additional Links
    http://llt.msu.edu/issues/june2017/warnerchen.html
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    UA Faculty Publications

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