du.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The Development of Identity and Intercultural Communicative Competence in NNS-NNS Online Interaction
Dalarna University, School of Humanities and Media Studies, Japanese. (ISTUD (IKSS))
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

As demonstrated in recent studies of Computer-assisted language learning (CALL), authentic intercultural contexts can be created by using online exchanges to enhance students’ foreign language learning and identity. While research on telecollaboration and identity has mainly focused on NS-NNS interactions, this study examines NNS-NNS telecollaborative interactions.

The study examines two sets of NNSs with different L1 backgrounds, namely NNSs of Japanese from universities in the US and Sweden. The project combines telecollaborative activities consisting of both asynchronous written (blogs) and synchronous verbal (online discussions).

The Intercultural Dialogue (ID) model (Houghton, 2012) was used to evaluate the outcome. The model consists of five stages: 1) Analysis of Self; 2) Analysis of Other; 3) Critical analysis of value similarities (or differences) between Self and Other; 4) Critical evaluation of the values of Self and Other relative to a standard; and 5) Identity development.

Results indicate that through their written and oral discussions, the students’ choice of words constructed images of the person they are or wished to be perceived as while building an understanding of their own identities. This shows that language use does not necessarily reflect who one is but is used to contribute to the construction of one’s identities. We also observed that there exists a stage prior to the first stage in the ID-model, namely a “no-awareness” stage. Furthermore, our findings indicate that Stage 1 “Awareness of Self” occurs as two sub-stages: 1-a) Awareness of single identity; and 1-b) Awareness of having multiple identities. Our data also suggest that at one point, several students were offering different critical evaluations of Self and Other as a result of their own and the Japanese cultural standard not fitting the standard identity development model, suggesting that the multicultural nature of NNS-NNS interactions involving different L1 backgrounds can accelerate identity development.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Identity, intercultural competence, telecollaboration
National Category
General Language Studies and Linguistics
Research subject
Intercultural Studies
Identifiers
URN: urn:nbn:se:du-30056OAI: oai:DiVA.org:du-30056DiVA, id: diva2:1316585
Conference
AAAL 2019 (American Association for Applied Linguistics) Atlanta, Georgia March 9 -12, 2019.
Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2019-05-20Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Aida Niendorf, Mariya

Search in DiVA

By author/editor
Aida Niendorf, Mariya
By organisation
Japanese
General Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 32 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf