Delay in L2 interaction in video-mediated environments in the context of virtual tandem language learning

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)

Interna författare/redaktörer

Publikationens författare: Fredrik Rusk, Michaela Pörn
Förläggare: Elsevier
Publiceringsår: 2019
Tidskrift: Linguistics and Education
Volym: 50
Nummer: 2
Artikelns första sida, sidnummer: 56
Artikelns sista sida, sidnummer: 70
eISSN: 1873-1864


The purpose of this article is to describe tandem dyads’ interactional
resources and social practices for upholding intersubjectivity in
video-mediated environments (VMEs) within the context of tandem language
learning in a virtual learning environment (eClassroom tandem) arranged
within formal language education in upper secondary schools. Data
consists of video and screen recordings of several tandem dyads’
video-mediated interaction. Using conversation analysis, the study
analyses how “lag” (a delay in the connection) affects participants’
meaning-making and ways to maintain intersubjectivity in VMEs. The
results show that participants use different interactional resources and
practices regarding turn-taking, turn design, and turn construction to
maintain intersubjectivity. Clearly defined conversational roles in the
assignments appear to help participants to cope with delays.
Additionally, in the context of eClassroom tandem, the roles of the L1
speaker and the L2 speaker appear to be of situated importance for
upholding a mutual understanding in VMEs.


Conversation analysis, Second language learning, Social interaction, Turn construction, Video-mediated environments

Senast uppdaterad 2020-26-02 vid 03:30