Facework and peer interaction in group work tasks from an emic and an etic perspective
| Project/Area Number |
19K13299
|
|---|
| Research Category |
Grant-in-Aid for Early-Career Scientists
|
| Allocation Type | Multi-year Fund |
|---|
| Review Section |
Basic Section 02100:Foreign language education-related
|
|---|
| Research Institution | Chuo University (2023)
Reitaku University (2019-2022) |
|---|
Principal Investigator |
チジャック オルガ 中央大学, 文学部, 准教授 (70803948)
|
|---|
| Project Period (FY) |
2019-04-01 – 2024-03-31
|
| Project Status |
Completed (Fiscal Year 2023)
|
| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2022: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2021: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2020: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2019: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
|
|---|
| Keywords | interaction / group work / retrospective data / online classes / in-person classes / Language learning / peers / collaboration / Interaction / face-threatening acts / stimulated recall / ; CA for SLA / socio-cultural approach / TBLT / face-threat / stimmulated recall / peer interaction / face threatening acts / face saving strategies / collaborative learning / interactional patterns / tblt / relational work / recall interviews / videography |
|---|
| Outline of Research at the Start |
The present study focuses on social aspects of language learning. The results will contribute to a better understanding of interactions during group work tasks and the relational work between single group members, and improve the implementation of group work sessions in in foreign language classes.
|
| Outline of Annual Research Achievements |
The basis for further analysis were two main data sets: 1. Retrospective interviews with students of German at a university in Japan from a collaborative online project with students at a university in Germany. 2. Interactional data from group work tasks from a collaborative online class with German as lingua franca for students from Taiwan, Korea, and Japan.
One major finding was, that the Japanese students see a difference concerning the roles within the groups between the German students and themselves. They expect their German counterparts to take the initiative to lead the group during the collaborative project, while feeling not being able to contribute sufficiently to the task. However, the perception of the collaborative process differs between individuals depending on the group atmosphere. Furthermore, results from previous studies were confirmed, such as the importance of seeing each other (turning on the camera) during the interaction and getting to know each other on a personal level before working together on the task.
Interactional data from the online classes showed similarities to the original data. Even though different groups work on the same task, the in-group organization differs. While one group is led by a single student another group might chose a collaborative approach characterized by mutuality and equality. In addition to techniques from in-person interaction like confirmation checks or approval, meta-communicative explanations and screen sharing are used to establish mutual understanding within the groups.
|
Report
(5 results)
Research Products
(29 results)
-
-
-
-
-
-
-
[Journal Article] Vorwort2023
Author(s)
Cezar Constantinescu, Olga Czyzak, Frank Nickel, Manuela Sato-Prinz
-
Journal Title
Erträge des JGG-Seminars für Deutsch als Fremdsprache
Volume: 2
Issue: 0
Pages: 7-10
DOI
ISSN
2434-5415
Related Report
Open Access / Int'l Joint Research
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
