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Sökning: WFRF:(Balaman Ufuk)

  • Resultat 1-4 av 4
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1.
  • Balaman, Ufuk, et al. (författare)
  • Development of L2 interactional resources for online collaborative task accomplishment
  • 2017
  • Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 30:7, s. 601-630
  • Tidskriftsartikel (refereegranskat)abstract
    • Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely unexplored due to an overall focus on task design and outcomes rather than task engagement processes. With this gap in mind, we set out to describe the emergence, development, and diversification of L2 (English) interactional resources oriented to task completion using conversation analysis for the examination of 13hours of screen-recorded online task-oriented interactions collected over 18 weeks. The focal tasks in the study have been designed as emergent information-gap tasks that require the participants to maintain progressivity by both displaying their own and converging with their co-participants’ dynamic knowledgeability for task completion purposes. A longitudinal investigation into task engagement processes has demonstrated that the participants fail to display their knowledge congruently and they repeatedly disrupt the progressivity of task-oriented interaction in earlier weeks. However, an observable diversification of interactional resources for collaborative task accomplishment has been recorded in later weeks, which demonstrates the development of interactional competence over time. These findings bring insights into interactional competence, epistemics, and CALL with special reference to technology-mediated TBLT.
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2.
  • Balaman, Ufuk, et al. (författare)
  • Local Contingencies in L2 Tasks : A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types
  • 2017
  • Ingår i: Bellaterra Journal of Teaching & Learning Language & Literature. - : Universitat Autonoma de Barcelona. - 2013-6196. ; 10:3, s. 9-27
  • Tidskriftsartikel (refereegranskat)abstract
    • Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.
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3.
  • Balaman, Ufuk, et al. (författare)
  • The coordination of online L2 interaction and orientations to task interface for epistemic progression
  • 2017
  • Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 115, s. 115-129
  • Tidskriftsartikel (refereegranskat)abstract
    • The role of knowledge in social interaction has been a recent research concern across several fields and the emergence of epistemics as a concept to understand information exchanges has been facilitated mainly through conservation analytic investigations (Heritage, 2012a,b). Relative epistemic status of speakers (Heritage, 2012a) has appeared to be a layer in the multidimensional body of action and knowledge co-construction (Goodwin, 2013). Although the nature of knowledge exchange processes in mundane talk and learning settings has been described in a number of studies, such an understanding has been explored to a lesser extent in technology-mediated and online interactional environments. With this in mind,, we draw on multimodal conversation analysis to describe online video-based interactions based on a single case analysis that represents a larger corpus of 70 h of screen recordings. The findings reveal the incorporation of online interaction, screen orientations, and knowledge co-construction for task accomplishment purposes. The participants coordinate their interactions with their orientations to the task interface to enact epistemic progression, which consequently turns the interface into a layer, a semiotic field, and a screen-based resource in the course of knowledge co-construction. The results have important implications for research on online interaction and epistemics as well as for an understanding of coordination of multiple actions in geographically dispersed settings.
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4.
  • Sert, Olcay, PhD, 1981-, et al. (författare)
  • Orientations to Negotiated Language and Task Rules in Online L2 Interaction
  • 2018
  • Ingår i: ReCALL. - : Cambridge University Press. - 0958-3440 .- 1474-0109. ; 30:3, s. 355-374
  • Tidskriftsartikel (refereegranskat)abstract
    • Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n=8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).
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  • Resultat 1-4 av 4
Typ av publikation
tidskriftsartikel (4)
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refereegranskat (4)
Författare/redaktör
Balaman, Ufuk (4)
Sert, Olcay, PhD, 19 ... (2)
Sert, Olcay, 1981- (2)
Lärosäte
Mälardalens universitet (4)
Språk
Engelska (4)
Forskningsämne (UKÄ/SCB)
Samhällsvetenskap (4)
Humaniora (4)
Teknik (2)

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