This thesis is a literature review that reports on the use of social media for language learning and teaching. I argue that the use of one’s first language as well as their second language (L2) on social media is a useful technique while learning L2 because code-switching can play a vital role in communication among users. I also argue that social media-based participation in Communities of Practice (CoPs) can provide learning opportunities for language learners. In the course of my argument, I examine a wide range of studies relating to social media, second language acquisition, sociolinguistics and applied linguistics, and I discuss the benefits and risks of the use of social media in language learning. After amalgamating the key points from the literature, I propose a curricular framework for language classrooms which serves as a scaffolding activity for the use of social media for participating in L2 CoPs through objective analysis of linguistic resources. / Graduate / 0290 / 0279
Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/7987 |
Date | 25 April 2017 |
Creators | Kataoka, Hajime |
Contributors | Poulton, M. Cody, D'Arcy, Alexandra F. |
Source Sets | University of Victoria |
Language | English, English |
Detected Language | English |
Type | Thesis |
Rights | Available to the World Wide Web, http://creativecommons.org/licenses/by-nc/2.5/ca/ |
Page generated in 0.0015 seconds