Second Language Vocabulary Acquisition in Synchronous Computer-Mediated Communication

Abstract

Problem Statement: Communication has become easier than ever with highspeed Internet connection and other mobile technologies; and, technology has proven itself as a valuable contribution to educational practices when used in a pedagogically sound manner. Only few studies provide empirical evidence supporting the connection between negotiation of meaning in synchronous communication environments and second language vocabulary acquisition. Purpose of the study: The study aims at providing further support for the Interaction Hypothesis by investigating whether negotiation of meaning in synchronous computer-mediated communication facilitates language learners' subsequent ability to recognize and produce new vocabulary and whether observed differences hold up over time. Method: In this quasi-experimental study, 11 intermediate college-level learners of French and Russian in a foreign language learning context and prospective language teachers as native speakers had six 30-minute synchronous online chat sessions completing communicative tasks. Using a mixed-methods approach, both quantitative and qualitative data were included in the analysis. Chatscripts were analyzed using an interactional analysis method. Negotiation episodes around the vocabulary items that were previously reported as unknown by language learners were identified in each chat session. Descriptive and inferential statistics were used to analyze learners' pretest, posttest, and delayed posttest scores. Findings and Results: Language learners and prospective teachers negotiated meaning while completing communicative tasks. Prospective language teachers took the role of a more competent partner in the tasks. The study provides evidence for the positive effect of synchronous computer-mediated communication on second language vocabulary acquisition. Language learners in both French and Russian groups were able to understand the meaning of the previously unknown vocabulary items and produce those vocabulary items after completing online tasks with prospective teachers. However, vocabulary gains of the language learners did not hold up over a two-week period. Conclusions and Recommendations: Overall, the online communication experience proved to be a positive component that can be integrated into language learning and teaching contexts. Empirical support for the Interaction Hypothesis was provided through the findings of this study. Integrated into language curriculum rather than being an add-on component, such online activities could be enhanced through embedding further revision of the newly learned vocabulary items into the design process. Mimics, gestures, and keystrokes could be captured through the use of usability lab technologies, which would enhance the data sources for the analysis. Further research could be conducted with the focus on various aspects of the target language such as grammar, pragmatics (politeness, apologies, etc.), and phonology/graphology.