Artifacts and cultures-of-use in intercultural communication

“…that the process of becoming a competent member of one digitally mediated speech community may have demonstrable effects on presentation of self and the aesthetics of communicative performativity (e.g., Butler, 1993; Cameron, 2000) in another, quite dissimilar digitally mediated interaction.”

“Communicative activity articulates with and is a form of material culture (Bourdieu, 1991; Gee, 1990; Lemke, 1995; The New London Group, 1996).”

“For example, English learning (an activity) can take the form of attending traditional ESL classes or taking on-line CALL courses (two actions) (Thorne, 2003).”

“A second wave of research on L2 learning in digitally mediated interaction promoted a view on context and interaction beyond the textual chats and, thus, moved towards more qualitative methods and socioculturally influenced theories (Belz, 2002; Darhower, 2002; Thorne, 2003).”

“…this study is that issues of cultural, linguistic, and technological hegemony are explicitly foregrounded in the analysis, an issue that has been raised as an important but under-explored aspect of OIE in prior research (e.g., Ess, 2009; Guth & Helm, 2010b; Lamy & Goodfellow, 2009; Thorne, 2003).”

“Following Willis (1996) and Skehan (1996, 1998), Hadley (2004) states that “Task and Task-Based Learning .”

“This perspective draws on more recent work on intercultural communication (Scollon & Wong-Scollon, 2001; Thorne, 2003), the social conditions of virtual community (e.g. S.G. Jones, 1998a; Werry & Mowbray, 2001) and ideas around cultures of cyberspace (Poster, 2001).”

“Other researchers have also pointed to this connection between expanded contexts and transformed language practices (Kern et al., 2004; Lund, 2001; 2003; 2004a; Thorne, 2002; Warschauer, 1999; 2000b; 2002).”

“The literature on the use of social media in EFL accentuates the remarkable opportunities they open for authentic interaction and motivation while students are involved in prolonged contact (Thorne, 2003) and engaging synchronous or asynchronous exchanges .”

“Language Learning & Technology http://llt.msu.edu/vol14num3/parkkinginger.pdf October 2010, Volume 14, Number 3 pp. 31–50 Copyright © 2010, ISSN 1094-3501 31 WRITING/THINKING IN REAL TIME: DIGITAL VIDEO AND CORPUS QUERY ANALYSIS”

“The most salient interactional norm in the ESL participants' chat meetings was helping each other to save face in communication (see Belz & Kinginger, 2002, 2003; Kinginger, 2000; O'Dowd, 2003; Thorne, 2003; Ware, 2005 for the issue of face in CMC).”

“These differences were mainly due to the differences in the cultures-of-use of computer technologies (Thorne, 2003) in the three instructional contexts, which the instructors reflect upon in the findings section.”

“…graduate classrooms (Leki, 2001; Morita, 2001, 2004) and of studies of CMCmediated cross-cultural communication (Belz, 2003; Kramsch & Thorne, 2002; Thorne, 2003, 2000) in terms of the opportunities afforded to NNSs to make meaningful contributions to knowledge construction while simultaneously…”

“As Thorne (2003, 2016) has argued before, many forms of communication that are mediated by technology can be seen as a case of double intercultural communication: that of the culture(s) of the participants and the culture of the digital space and tool used.”

“These students brought to their experience with Twitter sustained, cultures-of-use (Thorne, 2003) with a variety of digital communication tools in non-academic speech communities.”

“…such as for learning activities in foreign language courses, communications tools that are now ubiquitous in campus learning management systems have been used to create virtual learning activities between students (Kinginger, Gourvès-Hayward, and Simpson 1999; Liaw 2006; O’Dowd 2003; Thorne 2003).”

“Even if sociocultural studies provide conceptual tools through which they conceive data analysis and language instruction (e.g., Thorne, 2003), they lack power for generalization.”

“In a similar vein, previous studies (e.g. Thorne, 2003) have further reported that varying discourses pertaining to Internet communication tools (e.g. email, chat rooms, discussion forums) across different social groups and/or countries shape CMC activities among language learners.”

“While sociocognitive and sociocultural perspectives have stressed the role of (a) intercultural communication and exploration (Belz, 2003; Firth & Wagner, 1997; O’Dowd, 2003, 2006), (b) the cultural influences on online communication (Thorne, 2003), and (c) the concept of literacy as applied to digital communication t…”

“Although the literature has moved on from describing the communicative characteristics of StCMC (see Androutsopoulos, 2006; e.g., Thorne, 2003), advances to CMC technology have required us to go back to our descriptive roots.”

“, their homes or dorm rooms) and the world at large since the Internet allows students different modes of access to the target language and culture (see Chenoweth & Murday, 2003; Hanna & de Nooy, 2003; Thorne, 2003; Belz, 2002; Müller-Hartmann, 2000; Gray & Stockwell, 1998).”

“Unique socio-pragmatic conventions and cultures-of-use (Thorne, 2003) emerge in these textualized practices, afforded by various features of SNS technology.”

“Thus, the project has been an instance of blended learning (O'Dowd 2007 ; Thorne, 2003 ), as traditional face-to-face interaction and online activity have mutually reinforced each other within it.”

“Another issue that has to be taken into account is the culture of use (Thorne, 2003), the way a particular technology is adopted and used in a group, geographical area, or country.”

“…educators have begun to experiment with and theorize about virtual learning environments in which students from different countries interact in order to learn how to participate effectively in a global society (Herrington, 2008; Paretti & McNair, 2008; Starke-Meyerring, 2005; Thorne, 2003).”

“Ces pratiques créent des cultures d'usage dy namiques : on observ e une év olution parallèle des outils de communication et des activ ités humaines qu'ils suscitent (Thorne, 2003).”

“Specifically, studies conclude that Internet chat is helpful in creating linguistic interaction and offers the language teacher a tool to ‘locate specific developmental episodes’ (Thorne, 2003) and create different types of interaction between students (Sierra, 1999; Thorne, 2003).”

“For example, the majority of the research on synchronous collaboration investigates the potentials of text-based interaction via text chat (e.g. Belz & Thorne, 2005; Chun, 1994; Darhower, 2008; Lee, 2004; Sotillo, 2000, 2006; Thorne, 2003; Tudini, 2003).”

“…literature also reveals that in addition to linguistic proficiency, background information and knowledge of target language culture and contemporary issues were also key factors for successful participation online (Dias, 2000; Duff, 2001; Thorne, 2003; Thorne & Black, 2007; Yamashita, 2019).”

“Recently, efforts have been made by language educators and researchers to use computer technology to assist L2 learners’ growth in either linguistic or intercultural competence (Belz, 2002; 2003; Furstenberg, Levet, English, Maillet, 2001; Müller-Hartmann, 2000; O’Dowd, 2003; Thorne, 2003).”

“2008), semiotic approaches focusing on how language learners make meaning (Hampel, 2014) and online or virtual ethnography (Hine, 2008) offer unique insights into the experience of online linguistic environments and specific ‘cultures-of-use’ (Thorne, 2003).”

“, the commonly shared norms and forms of activity adopted by members of a group or community when using specific digital tools [27].”

“…tool for enabling students to develop intercultural competence’ (Schenker, 2012, p. 450) that also holds a wide variety of other pedagogical benefits (e.g. Kern, 2006; Luo & Yang, 2021; Müller-Hartmann, 2006; O’Dowd, 2003; Rienties et al., 2020; Thorne, 2003; Ware, 2005; Ware & Kramsch, 2005).”

“Leaving choice completely to learners also means that teachers will need to consider the ‘cultures of use’ (Thorne, 2003).”

“Today, language teacher education aims to endow teachers with the requisite skills for effective engagement in global communication networks and intercultural communicative language practices (Alptekin, 2022; Thorne, 2003).”

“…(Jin and Erben 2007; Mou et al. 2013), their language and language teaching 124 C. Chen, X. Du abilities (Liaw and Master 2010; Angelova and Zhao 2016), cultural knowledge and attitudes (Thorne 2003; Ducate and Lomicka 2008; Lee 2009), and intercultural competency (Liaw 2006; Liaw and Master 2010).”

“(S.R.4) it poses students and teachers alike – see, for example, Ware (2005), O’Dowd and Ritter (2006), Thorne (2003), Belz (2002, 2003) and Müller-Hartmann (2000).”

“…of language learners' linguistic, pragmatic, and intercultural communicative competence (e.g., Belz, 2003; Belz & Thorne, 2006; Furstenberg et al., 2001; Levy & Kennedy, 2004; Jin & Erben, 2007; O'Dowd, 2003; Schenker, 2012; Spinelli & Dolci, 2007; Thorne, 2003; Ware & Kramsch, 2005).”

“The process of cultural (re)negotiation is not without the potential for conflict, however, and studies have documented reinforcement of cultural stereotypes (Itakura, 2004; O’Dowd, 2003), divergent discourse styles (Kramsch & Thorne, 2002; Thorne, 2003; Ware & Kramsch, 2005), and discrepant socio-institutional contex…”

“So far, a number of CMC studies have been conducted from sociocultural perspectives (Arnold & Ducate, 2006; Beltz, 2002; Tanaka, 2005; Thorne, 2003; Warschauer, 2005).”

““Internet communication tools are not neutral media” (Thorne, 2003, p. 38).”

“Extending research on artifacts and their effects on what routines do and how they operate would be useful, considering their important effects Concept of Organizational Routines on how initiatives develop (Bell & Linn, 2000; Thorne, 2003).”

“…studies that have employed this framework in the L2 context is modest, but expanding (e.g., Allen, 2010a, 2013; Coughlan & Duff, 1994; Douglass, 2007; Gillette, 1994; Lantolf & Genung, 2002; Li, 2013; McCafferty, Roebuck, & Wayland, 2001; Nelson & Kim, 2001; Parks, 2000; Thorne, 2000, 2003).”

“Thorne (2003) confirms that online contexts create “compelling, problematic, and surprising conditions for additional language learning” (p. 38).”

“‘cultures-of-use’ (Thorne, 2003) perspective that views technology use as culturally and historically bounded rather than as a neutral artifact and that emphasizes the role of individual learner’s cultural use of technologies in shaping the dialogic interactions between the learner, technological tools, and the contex…”

“Although often used interchangeably, the term telecollaboration refers to international class-to-class partnership within institutionalized settings (Thorne, 2003), while eTandem refers to individual language learning in dyads, spending half the time in learner’s first language (L1) and the other…”

“…of Internet-mediated second-language education embrace both pedagogy (e.g. Bauer, de Benedette, Furstenberg, Levet, & Waryn, 2006; Thorne, 2003) and actual learning in institutional (e.g. Liaw & Bunn-Le Master, 2010; O’Dowd, 2003, 2006) and noninstitutional intercultural contexts…”

“e cite this article as: Thorne, S.L., Mediated life activity, double stimulation, and the question of agency, Learning, Culture and l Interaction (2014), http://dx.”