|
| Publications [#141483] of Liliana Paredes
Articles Accepted in Collection
- L. Paredes, The Implications of the authentic text,
in forthcoming volume on Electronic Discourse for language learning and teaching, edited by Lee, Abraham and Lawrence Williams
(Spring, 2009), John Benjamins
(last updated on 2008/12/01)
Author's Comments:
Still waiting for the final date of the
publication of the volume
Abstract:
The purpose of this chapter is to examine
discourse interactions in on-line discussion
forums. I propose that the discussion forum
can be analyzed as a communicative unit whose
components manifest specific discourse
functions. Within this perspective it is also
interesting to examine how linguistic
features are used in the development of the
interaction, and how they contribute in the
construction of the discussion forum unit.
Thus, the discourse interaction will be
explained as a result of discourse and
linguistic functions. As such, I will study
the relationship between text and context as
the large components of the discussion forum
unit. It is in this relationship that the
discussion forum structures its coherence.
Texts offer the linguistic and semantic
propositional meanings, whereas context
offers the environment in which texts are
embedded. It is due to the context that
inferences are available to readers.
The model I will discuss is the monitored
forums published by BBC Mundo, a Spanish
on-line news cast. BBC Mundo offers a section
called PARTICIPE where we can find two
different types of open spaces to the general
public but with different goals and
approaches to the way the discussions will be
carried out. These two different forums are
ENLACE (topics proposed by the readers and
opening-text presented by an expert) and FORO
(topic presented and opening-text discussed
by someone in the newscast network). There
are clear regulations as to the type of
behavior expected from readers/participants.
As part of the chapter I will review this
rule to determine how they restrict language
use, participants and discourse elaboration.
I have chosen to work with these types of
moderated discussion forums because of its
pedagogical advantages in second language
teaching. First, they include features of
on-line discourse while maintaining a level
of formality given the regulations by the
network. This formality is favorable to the
second language learners, particularly to
those with intermediate proficiency levels.
Authentic and natural use of language is
accessible to the learners, thus, the BBC
discussion forums provide them with
contextualized input that will enhance and
activate learning strategies without
generating the confusion that un-regulated
on-line discourse could create in
mid-proficiency learners.
As part of the analysis I will look at the
data presented in the opening text (the text
that frames the topic) and how the reactions
by the general public are linked to it
linguistically and also functionally. I will
examine the use of pronouns to anchor unknown
or known knowledge, as well as, the use of
subjunctive and indicative to distinguish
whenever possible, level of involvement
between the participant (reader/writer) and
the topic or the text. Finally, I will
examine the use of discourse markers both in
the opening text as well as in the reactions.
Is it possible to define a use of discourse
markers within a continuum that goes from
more oral to more written texts? I propose
that there will be a combination of usages.
The linguistic analysis will have pedagogical
implications in the second language
classroom. These implications can be viewed
as direct result of the analysis or as an
indirect feed in that it provides models for
student interaction in or out of the classroom.
Curriculum. Particularly, in our Spanish
language program we use discussion forums as
part of our curriculum for all levels of
proficiency. Several on-line discussion
forums are assigned during the semester. The
use of on-line management systems such as
Blackboard certainly facilitates this task.
Current intermediate courses that use this
feature as part of the curriculum have
produced remarkable results.
Assignments. Students are sent to BBC Mundo
to participate in one of the open forums.
With this assignment, students will not only
be exposed to the authentic text passively,
but he or she will be an active contributor
to the discussion. The on-line interaction
will develop an increased sense of belonging.
In-class tasks are designed as mini informal
debates taking place after a reading
comprehension of one of the forums. Students
can take positions and then, practice the
expression of linguistic functions, syntactic
and semantic structures, discourse markers,
and other discourse elements.
Finally, the results of the initial analysis
will allow the instructor to prepare
materials that help students focus on the
formal aspects of discourse construction.
Model of lesson plans will be provided as
part of this chapter.
The accessibility to authentic texts via the
internet opens up the topic of the usability
of such materials and the pedagogical
consequences. I certainly believe that second
language acquisition is enriched by the
internet experience. For intermediate SL
speakers, however, a directed and structured
use of the on-line resources will enhance
their learning experience.
|
