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- Title
Use of L1 Initiators and Non-verbal Resources in L2 Collaborative Interactions for Text Revision in Online Translation Classrooms.
- Authors
Soyoung Choi
- Abstract
This study explored the collaborative revision interactions of non-native Japanese-speaking senior students in an online translation classroom. Specifically, this study investigated how the non-native seniors (NNSs) initiated negotiation, and for what and in what contexts the L1 initiators and non-verbal resources were utilized while interacting in a second language (L2) with native freshmen and sophomores (NFSs). The data set for the current study consisted of 415 minutes of filmed revision discussions between twelve pairs of NNS-NFS in a South Korean university translation classroom. The discourse-driven analysis illustrated that the NNSs, handling negotiations for revision on the NFSs' turn, utilized diverse unspecific L1 initiators (e.g., "eung?" [sorry?], "mwo?" [what?]), which were ineffective in addressing certain issues. NNSs' initiation of discussions included multiple unspecific L1 initiators, and the turns for revision interaction expanded. The findings indicate the importance of interactional management in L2 discussion, specifically management and wording of certain problems in a specific way using judicious L1 use, in the context of online revision interactions.
- Subjects
TRANSLATING &; interpreting; CLASSROOMS; VIRTUAL communities
- Publication
Ubiquitous Learning: An International Journal, 2021, Vol 14, Issue 2, p33
- ISSN
1835-9795
- Publication type
Article
- DOI
10.18848/1835-9795/CGP/v14i02/33-48(Article)