Learner interaction using email: the effects of task modification
Published online by Cambridge University Press: 18 May 2005
Abstract
This paper outlines the findings of a research project studying the effects of task modification on learner interaction when using email. Taking as its starting point interactionalist theories of SLA, it argues that if those interactional features characteristic of negotiation of meaning which have been identified as promoting SLA are to be preserved when tasks are transferred from a face-to-face spoken environment to a computer-mediated written asynchronous environment, then modifications to the tasks need to be made.
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- © 2005 Cambridge University Press
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