Skip to main content Accessibility help
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 80
  • Cited by
    This chapter has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Akiyama, Yuka 2019. Computer-Assisted Language Learning. p. 617.

    Lim, Byung-jin and Pyun, Danielle O. 2019. Computer-Assisted Language Learning. p. 1123.

    Côté, Stephanie and Gaffney, Caitlin 2018. The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation. The Language Learning Journal, p. 1.

    Tudini, Vincenza 2018. Interactivity in the teaching and learning of foreign languages: what it means for resourcing and delivery of online and blended programmes. The Language Learning Journal, Vol. 46, Issue. 2, p. 132.

    Ziegler, Nicole and Bryfonski, Lara 2018. The Handbook of Advanced Proficiency in Second Language Acquisition. p. 94.

    Chen, Julian ChengChiang 2018. The interplay of tasks, strategies and negotiations in Second Life. Computer Assisted Language Learning, Vol. 31, Issue. 8, p. 960.

    Palomeque, Cristina and Pujolà, Joan-Tomàs 2018. Managing multimodal data in virtual world research for language learning. ReCALL, Vol. 30, Issue. 02, p. 177.

    Ziegler, Nicole and Smith, George D. 2017. Expanding Individual Difference Research in the Interaction Approach. Vol. 16, Issue. , p. 256.

    Chapelle, Carol A. 2017. The Handbook of Technology and Second Language Teaching and Learning. p. 378.

    Tudini, Vincenza and Liddicoat, Anthony J. 2017. Language, Education and Technology. p. 415.

    Kim, Hye Yeong 2017. Effect of modality and task type on interlanguage variation. ReCALL, Vol. 29, Issue. 02, p. 219.

    Moreno-López, Isabel Ramos-Sellman, Aida Miranda-Aldaco, Citlali and Gomis Quinto, Maria Teresa 2017. Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches. Foreign Language Annals, Vol. 50, Issue. 2, p. 398.

    Hsu, Hsiu-Chen 2017. The Effect of Task Planning on L2 Performance and L2 Development in Text-Based Synchronous Computer-Mediated Communication. Applied Linguistics, Vol. 38, Issue. 3, p. 359.

    Parlak, Özgür and Ziegler, Nicole 2017. THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT. Studies in Second Language Acquisition, Vol. 39, Issue. 02, p. 257.

    Dizon, Gilbert 2017. Using Intelligent Personal Assistants for Second Language Learning: A Case Study of Alexa. TESOL Journal, Vol. 8, Issue. 4, p. 811.

    Zeng, Gang 2017. Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication. ReCALL, Vol. 29, Issue. 03, p. 257.

    Blake, Robert J. 2017. The Handbook of Technology and Second Language Teaching and Learning. p. 107.

    Angelova, Maria and Zhao, Ying 2016. Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, Vol. 29, Issue. 1, p. 167.

    Montero-Fleta, Begoña and Pérez-Sabater, Carmen 2016. Communicating Virtually: The Case of Blogging in Professional Environments. International Journal of Information and Education Technology, Vol. 6, Issue. 7, p. 534.

    Vandergriff, Ilona 2016. Second-language Discourse in the Digital World. Vol. 46, Issue. ,

  • Print publication year: 2000
  • Online publication date: October 2012

4 - Negotiation in cyberspace: The role of chatting in the development of grammatical competence



Recent technological advancements in network-based communication (NBC) hold special promise for second and foreign language teachers and learners, as they provide for connectivity between a wider range of speakers than previously believed possible. Particularly promising among the various forms of NBC are those that allow for synchronous, real-time communication, the obvious advantage being that messages are typed, sent, and received instantaneously, bringing the electronic communicative exchanges from the static to the more dynamic, and thus more closely resembling oral interaction. Communication through synchronous NBC has even been dubbed “chatting,” further underscoring its resemblance to oral interaction. Because oral interaction is considered by many to be important for second language development, and because synchronous NBC, such as chatting, bears a striking resemblance to oral interaction, it seems logical to assume that language practice through NBC will reap some of the same benefits for second language development as practice through oral interaction. While interesting, this assumption is nevertheless one that has yet to be fully explored. Specifically, there is no published research that demonstrates that NBC chatting holds the same potential for the development of grammatical competence as does oral interaction. Grammatical competence is defined by Canale and Swain (1980) as the knowledge of the features and rules of the language, including the lexicon, the syntax, and the semantics.

Recommend this book

Email your librarian or administrator to recommend adding this book to your organisation's collection.

Network-Based Language Teaching: Concepts and Practice
  • Online ISBN: 9781139524735
  • Book DOI:
Please enter your name
Please enter a valid email address
Who would you like to send this to *