著者

根本 浩行

出版者

金沢大学外国語教育研究センター = Foreign Language Institute Kanazawa University

雑誌

言語文化論叢 (ISSN:13427172)

巻号頁・発行日

no.19, pp.1-17,19, 2015-03

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As is the case with face-to-face communication in L2 learning, computer-mediatedcommunication (CMC) has been increasingly investigated from the socioculturalperspectives of second language acquisition (SLA), which enable us to attend torather than remove the broader social and discursive contexts from research data (cf.Warschauer, 2005). This approach has led CMC researchers to reconsidere-learning not only as a means of assisting individual language learning but as asource of providing language learners with authentic sociocultural activities and hasalso made such researchers more aware of intricate relationships between CMC andits sociocultural factors, including cultures, contexts, communities where learnersparticipate, their social positionings in the communities, power relations with others,L2 identities and L2 learning motivations.This paper reviews various previousCMC studies and then argues the applicability of several sociocultural andpedagogical concepts to CMC research, including the Vygotskian notion ofscaffolding, task-based language teaching, intercultural interactions, and languagesocialization. The sociocultural analyses of CMC in this paper suggest that CMCenhances students' goal-driven social actions to promote grammatical,sociolinguistic and sociocultural competence in L2 and provides affordances thathelp students to apply an analytical lens on their own L2 production.