Electronic Discourse in Language Learning and Language Teaching -- Editorial page -- Title page -- LCC data -- Table of contents -- About the contributors -- Introduction -- 1. Aims and scope of the volume -- 2. Organization of the volume -- 2.1 Part I: New literacies -- 2.2 Part II: Chat -- 2.3 Part III: Podcasts -- 2.4 Part IV: Blogs and blogging -- 2.5 Part V: Discussion forums -- 3. Acknowledgments -- References -- Part I. New literacies -- English in cyberspace -- 1. Introduction -- 2. Background -- 3. Literacy and the Millennium Learner -- 4. Is there a native speaker online? -- 5. Literacy assessment and educational accountability in Ontario: The OSSLT -- 6. A digital take on the OSSLT: The mock test -- 7. A case study of teenagers' literacy experiences -- 8. Discussion -- 8.1 Daily digital literacy practices -- 8.2 Students' critique of the OSSLT -- 8.3 Students' critique of the mock literacy test -- 9. Conclusions -- Appendix -- References -- Navigating and interpreting hypertext in French -- 1. Introduction -- 2. Differences between text and hypertext -- 2.1 Format and organization of content -- 2.2 Linearity -- 2.3 Authorship -- 2.4 Editing -- 2.5 Spatial affordances and constraints -- 3. Pedagogical applications -- 3.1 Situated practice -- 3.2 Overt instruction -- 3.3 Critical framing -- 3.4 Transformed practice -- 3.5 Summary of pedagogical applications -- 4. Conclusion -- References -- Web-based translation for promoting language awareness -- 1. Introduction -- 1.1 Objectives -- 1.2 Background -- 1.3 Organization of the chapter -- 2. Method -- 2.1 Research questions -- 2.2 The participants -- 2.3 The task -- 2.4 The source -- 3. Results -- 3.1 The data -- 3.2 Analysis -- 3.3 Summary of results -- 4. Pedagogical applications -- 4.1 Recommendations for replication or using a similar task -- 5. Conclusion -- References -- Appendix.

Part II. Chat -- Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments -- 1. Introduction -- 1.1 Second language acquisition and the cognitivist-interaction framework -- 1.2 Language-related episodes and attention to form -- 2. Computer-mediated communication (CMC) and SLA -- 3. Video and audio modalities in SCMC -- 4. Methodology -- 4.1 Research questions -- 4.2 Participants and tasks -- 4.3 Coding procedures: LREs, negative feedback, and learner uptake -- 4.4 Type and quality of negative feedback -- 5. Results and discussion -- 6. Conclusion and implications -- References -- Teaching language variation in French through authentic chat discourse -- 1. Introduction -- 2. The nature of moderation in chat -- 3. Analysis of the corpus -- 3.1 Orthographic variation -- 3.2 Sociolinguistic and pragmatic variation -- 4. Pedagogical recommendations -- 5. Other recommendations -- 6. Online resources for teachers -- References -- Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings -- 1. Introduction -- 2. Communicative features of written discourse in CMC -- 3. Negotiation of meaning, feedback and responses in CMC -- 4. Social interaction and collaborative scaffolding in CMC -- 5. Methodology -- 5.1 Participants -- 5.2 Tasks -- 5.3 Procedure -- 6. Data collection and analysis -- 7. Findings and discussion -- 7.1 Negotiation types and strategies used by NSs and NNSs -- 7.2 The role of tasks -- 7.3 Expert scaffolding -- 8. Pedagogical implications -- 9. Conclusion -- References -- Part III. Podcasts -- Podcasts and second language learning -- 1. Introduction -- 2. A definition -- 3. Listening comprehension -- 4. Authentic materials -- 5. Lesson plans -- 5.1 Avoid overwhelming participants -- 5.2 Using podcasts of the teacher's choosing.

5.3 Leading classroom-based podcast activities -- 5.4 Tasks -- 5.5 Student-found podcasts -- 6. Conclusion -- References -- Discourse analysis of podcasts in French -- 1. Introduction -- 2. Typology of the podcast -- 3. Terminology -- 4. Types of podcasts in French -- 4.1 Pedagogical podcasts -- 4.2 Personal podcasts -- 4.3 News podcasts -- 5. Analysis of podcast discourse -- 5.1 Europe 1: L'essentiel de l'info -- 5.2 France Info: La vie des mots -- 5.3 Le Journal en français facile -- 6. Podcast discourse and listening comprehension -- 6.1 Learner autonomy -- 6.2 Access to French-language podcasts -- 7. Final remarks -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Part IV. Blogs -- Interactional and discursive features of English-language weblogs for language learning and teaching -- 1. Introduction -- 2. Blogs in L2 learning and teaching -- 3. The data -- 4. Interactional and discursive features of blogs -- 4.1 Participation framework -- 4.2 Message length -- 4.3 Personal blog entry genres and discourse -- 5. Pedagogical recommendations -- 5.1 Applying Herring's (2007) faceted classification scheme in the classroom -- 5.2 Constructing a blog corpus -- 5.3 Designing learning opportunities -- 6. Conclusion -- References -- Second-person pronoun use in French-language blogs -- 1. Introduction -- 2. Blog format and categories -- 3. The development of blogs in France and francophone Canada -- 4. The second-person address pronouns tu and vous -- 5. Data collection -- 6. Data analysis and results -- 7. Pedagogical applications -- References -- Appendix -- Blogs in Spanish beyond the classroom -- 1. Introduction -- 2. Web 2.0 and blogs in Spanish -- 3. Powerful digital technologies and L2 pedagogy -- 4. Spanish-language blogs in and beyond the classroom -- 5. Blogs, SCT, and L2 learning -- 6. Isomorphism between SCT and pedagogy.

7. Conclusion -- References -- Appendix -- Part V. Discussion forums -- Linguistic and social dimensions of French-language discussion forums -- 1. Introduction -- 1.1 What is a discussion forum? -- 1.2 Some comments on terminology -- 1.3 Organization of the chapter -- 2. Discussion forum rules -- 2.1 Discussion forum rules: Pedagogical applications -- 3. Structural organization of communication in discussion forums -- 3.1 Analysis of typical thread structure -- 3.2 Discussion forum structure: Pedagogical applications -- 4. The French pronoun paradigm in discussion forums -- 4.1 Analysis of selected pronouns -- 4.2 The French pronoun paradigm: Pedagogical applications -- 5. Orthographic variation in discussion forums -- 5.1 The fight against orthographic variation on the Internet -- 5.2 Orthographic variation in discussion forums: Pedagogical applications -- 6. The variable use of ne in discussion forums -- 6.1 Analysis of verbal negation -- 6.2 Verbal negation: Pedagogical applications -- 7. Conclusion -- References -- Appendix A -- Appendix B -- The discussion forum as a locus for developing L2 pragmatic awareness -- 1. Introduction -- 2. Communities of practice -- 3. Language learning as a social process -- 4. Review of the literature -- 5. Data analysis -- 5.1 Weight management message boards -- 5.2 Dog ownership -- 6. Implications for foreign/second language curriculum -- 7. Conclusion -- References -- The discussion forum as a component of a technology-enhanced integrated performance assessment -- 1. Introduction -- 1.1 Research questions -- 1.2 Background -- 1.3 Organization of the chapter -- 2. Why use the IPA? -- 2.1 Core features of the IPA -- 2.2 Modes of communication -- 3. Two models for the Technology-Enhanced IPA (TIPA) -- 3.1 The discussion forum for the Interpretive Task -- 3.2 The discussion forum for the Interpersonal Task.

3.3 Additional comments about the IPA/TIPA -- 4. Conclusion -- References -- Index.