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dc.contributor.authorWarner, Chantelle
dc.contributor.authorChen, Hsin-I
dc.date.accessioned2017-08-01T20:45:54Z
dc.date.available2017-08-01T20:45:54Z
dc.date.issued2017-06
dc.identifier.citationWarner, 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.pdfen
dc.identifier.issn1094-3501
dc.identifier.urihttp://hdl.handle.net/10150/625069
dc.description.abstractThe 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.
dc.language.isoenen
dc.publisherUNIV HAWAII, NATL FOREIGN LANGUAGE RESOURCE CENTERen
dc.relation.urlhttp://llt.msu.edu/issues/june2017/warnerchen.htmlen
dc.rightsCopyright © 2017 Chantelle Warner & Hsin-I Chenen
dc.subjectDiscourse Analysisen
dc.subjectSocial Networkingen
dc.subjectTechnology-Mediated Communicationen
dc.subjectLiteracyen
dc.titleDesigning talk in social networks: What Facebook teaches about conversationen
dc.typeArticleen
dc.contributor.departmentUniv Arizona, German Studies & Language Acquisit & Teaching 2en
dc.identifier.journalLANGUAGE LEARNING & TECHNOLOGYen
dc.description.noteOpen Access Journal.en
dc.description.collectioninformationThis 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.en
dc.eprint.versionFinal published versionen
refterms.dateFOA2018-06-27T00:29:08Z
html.description.abstractThe 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.


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