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Item Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration.(The original publisher of this article is:Language Learning & Technology (LLT). The definitive publisher-authenticated version of Julie A. Bellz. "Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration". Language Learning & Technology 7, no.2 (2003): 68-117, is available online at:[BREAK][LINK]http://llt.msu.edu/vol7num2/default.html[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2003-05) Belz, Julie A. (Julie Anne)It is widely reported (e.g., Belz & Müller-Hartmann, 2002; Kern, 1996; Kinginger, in press; Warschauer & Kern, 2000) that the goals of telecollaborative language study are the development of foreign language (FL) linguistic competence and the facilitation of intercultural competence (e.g., Bausch, Christ, & Krumm, 1997; Bredella & Delanoy, 1999; Byram, 1997; Harden & Witte, 2000). Whereas evaluations of the impact of telecollaboration on FL linguistic competence have been based on structural descriptions of learner discourse from the earliest days of research in this field (e.g., Beauvois, 1992; Chun, 1994; Kelm, 1992; Kern, 1995; Pelletieri, 2000; Sotillo, 2000; Warschauer, 1996), discussions of intercultural competence in the same configuration have been characterized primarily in alinguistic terms. These have included analyst-sensitive content analyses of learner interaction in telecollaboration, post-semester interviews with learners who have participated in telecollaborative projects, and attitudinal surveys of these same learners (e.g., Fischer, 1998; Furstenberg, Levet, English, & Maillet, 2001; Lomicka, 2001; Müller-Hartmann, 1999; von der Emde, Schneider, & Kötter, 2001; Warschauer, 1998; see, however, Belz, 2001; Belz & Müller-Hartmann, 2003). In general, the fields of foreign language learning and teaching (FLL&T) have neither advocated nor presented linguistically critical interpretations of the development of intercultural competence in telecollaboration. In this paper, I present a detailed case study of the development of intercultural competence (or lack thereof) in a German-American e-mail partnership by examining the electronic interaction produced in this exchange within the framework of appraisal theory (e.g., Eggins & Slade, 1997; Martin, 2000; White, 1998), a Hallidayian-inspired linguistic approach to the investigation of evaluative language.Item The Role of Computer Mediation in the Instruction and Development of L2 Pragmatic Competence([BREAK]Copyright © 2008 Cambridge University Press [BREAK][LINK]http://proquest.umi.com/pqdweb?RQT=318&pmid=78998[/LINK][BREAK]Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK]., 2007) Belz, Julie A. (Julie Anne)This article provides a selective review of the role of computer mediation in the instruction and development of second language (L2) or interlanguage pragmatic competence within foreign and second language education. Both researchers and practitioners have noted consistently that several aspects of the teaching and tutored learning of L2 pragmatics have been reported as problematic and/or underexplored in the published knowledge base to date, including the availability and authenticity of instructional materials, the provision of opportunities for the performance and practice of L2 pragmatic competence in meaningful interactions, the relative lack of developmental data documenting the precise (and varied) pathways of L2 pragmatic competence over time, and the efficacy of particular pedagogical interventions in classroom-based L2 pragmatics instruction. The role of computer mediation in each of these underexplored areas is examined with a special emphasis on the teaching and learning of L2 pragmatics in Internet-mediated partnerships and on the use of (learner) corpora in L2 pragmatics instruction and research.Item Social Dimensions of Telecollaborative Foreign Language Study(The original publisher of this article: Language Learning & Technology (LLT).The definitive publisher-authenticated version of Julie A. Belz. "Social Dimensions of Telecollaborative Foreign Language Study". Language Learning & Technology 6, no.1 (2002): 60-81, is available online at:[BREAK][LINK]http://llt.msu.edu/vol6num1/default.html[/LINK].[BREAK]Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2002) Belz, Julie A. (Julie Anne)Previous research on network-based foreign language study primarily has focused on: a) the pedagogy of technology in the language curriculum, or b) the linguistic characterization of networked discourse. In this paper, I explore socio-institutional dimensions of German-American telecollaboration and the ways in which they may shape foreign language learning and use. Telecollaborative partnerships represent particularly productive sites for the examination of social aspects of foreign language study since, by definition, they entail tight sociocultural and institutional interface. Within the theoretical framework of social realism (e.g., Carter & Sealey, 2000; Layder, 1993), any human activity is thought to be shaped by both macro- and micro-level sociological features. These include social context and institutional setting, situated activity and individual agency, respectively. In this analysis, I intertwine the socially and institutionally contingent features of language valuation, computer know-how, Internet access, and learning accreditation and the micro-level features of situated classroom interaction and individual psycho-biography in order to provide a rich and multi-faceted characterization of foreign language learning and use on both ends of a German-American telecollaborative partnership.