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dc.contributor.authorSauro, Shannon
dc.description.abstractThis 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.en_US
dc.format.extent20 pagesen_US
dc.genrejournal articlesen_US
dc.identifier.citationSauro, S. (2004). Cyberdiscursive Tug-of-War: Learner Repositioning in a Multimodal CMC Environment. 19 (2), Retrieved from
dc.publisherUniversity of Pennsylnaviaen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.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.
dc.subjectdata collection and analysisen_US
dc.subjectEnglish language learnersen_US
dc.titleCyberdiscursive Tug-of-War: Learner Repositioning in a Multimodal CMC Environmenten_US

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