L2 Learners' Discourse and SLA Theories in CMC: Collaborative Interaction in Internet Chat

Abstract

Studies of L2 classroom interaction suggest that co-operative and comprehensible interactions facilitate L2 learning. The nature of the L2 classroom environment with its less imposing con-texts, however, has restricted the range of interaction that occurs among learners of the same proficiency level (Ellis, 1991). Computer-Mediated Communication (CMC) may provide potential benefits for L2 learning because it provides a broader range of interactions, among NS–NNS and NNS–NNS with different levels of proficiency. CMC is, however, a newly invented variety of interaction and has unique linguistic and interactional features (e.g., interactive text-based discourse and no turn taking competition) which are distinct from both written and oral interactions. This study explores the L2 learners' interactions in CMC qualitatively to clarify to what extent CMC is actually a useful device for L2 learning. This study examines how Japanese as a foreign language learners actually interact in Internet Chat (IC) and reports that L2 learners' strategies in CMC take advantage of distinct linguistic and interactional features of IC. The results indicate that CMC provides potential benefits for learning: facilitating comprehensible and contextualized interaction, learners' self-correction, and collaborative learning environment.