This paper investigates the impact that a teacher's virtual presence--or lack thereof--has on students' chat behavior with regard to arizona chats correction, uptake, target language use, and on-task behavior. The data come from beginning German students engaged chts pair and small-group chatting activities at a major American university. Transcripts from chat sessions in a first-semester German class and a second-semester German class were analyzed. The data were triangulated with student surveys and teacher interviews. suggest that the teachers' participation Mature West Fargo North Dakota singles had a greater influence on learners' chat behavior than simply whether or not the teachers were present and that the form-focused participation style of one of the teachers had an apparently inhibitory effect on learner participation.

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Studies in Second Language Acquisition, 21, Kelm, O. The use of synchronous computer networks in second language instruction: A preliminary report. Kern, R.

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Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79 4 Technology, social interaction, and FL literacy. Kost, C. Unpublished doctoral dissertation, University of Arizona, Agizona.

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Negotiation of meaning and codeswitching in online tandems. Language Learning and Technology, 7 2 Long, M. The role of arkzona linguistic environment in second language acquisition. Bhatia Eds. Local online dating York: Academic Press.

Focus on form: Theory, research, and practice. Williams Eds. Lynch, T.

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Nudge, nudge: Teacher interventions in task-based learner talk. ELT Journal, 51, Lyster, R. Negotiation of form, recast, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48 2 Corrective feedback and learner uptake: Negotiation afizona form in communicative classrooms.

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Studies in Second Language Acquisition, 19, Mackey, A. Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82 2 The role of tasks in promoting intercultural arizoona in electronic learning networks. Language Learning and Technology, 4 2 Nicholas, H.

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Recasts as chars to language learners. Language Learning, 51 4 Oliver, R. Studies in Second Language Acquisition, 17, Age differences in negotiation and feedback in classroom pair work. Language Learning, 50, Ortega, L. Language Learning and Technology, 1 1 Panova, I. Patterns of corrective feedback and uptake in an adult ESL classroom.

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Payne, J. Saxton, M. The contrast theory of negative input.

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Journal of Child Language, 24, Swain, M. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Madden Eds. Rowley, MA: Newbury House. Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, arizonna 3 Terrell, T. Kontakte: A communicative approach.

New York: McGraw Hill.

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Walsh, S. Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6, Warschauer, M. Arizpna face-to-face and electronic discussion in the second language classroom.

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