Cyberdiscursive Tug-of-War: Learner Repositioning in a Multimodal CMC Environment
Links to Fileshttps://repository.upenn.edu/wpel/vol19/iss2/3/
MetadataShow full item record
Type of Work20 pages
Citation of Original PublicationSauro, S. (2004). Cyberdiscursive Tug-of-War: Learner Repositioning in a Multimodal CMC Environment. 19 (2), Retrieved from https://repository.upenn.edu/wpel/vol19/iss2/3
RightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
This study reanalyzes data collected during multimodal (synchronous voice and text-chat) computer-mediated interaction between two English language learners, a Korean woman, Kelly, and a Japanese man, Yama, to see if and how they make use of the multiple modes of computer-mediated communication to renegotiate their respective positions during the discourse (leader, follower, knowledgeable student, etc.). During the course of the 20 minute exchange, Yama employs the voice-chat mode almost exclusively, through which he positions himself initially as leader of the interaction. At a midpoint in the conversation, Kelly begins using the text-chat option to gain a foothold in the conversation when her spoken turns are interrupted, ignored, or missed by Yama. Later, because of his reliance on voice-chat, Yama is positioned as recipient and reader of Kelly's written turns, which she uses strategically to reposition herself as the more dominant and more knowledgeable participant.