19 , 2015-03-30 , 金沢大学外国語教育研究センター = Foreign Language Institute Kanazawa University
As is the case with face-to-face communication in L2 learning, computer-mediated communication (CMC) has been increasingly investigated from the sociocultural perspectives of second language acquisition (SLA), which enable us to attend to rather than remove the broader social and discursive contexts from research data (cf. Warschauer, 2005). This approach has led CMC researchers to reconsider e-learning not only as a means of assisting individual language learning but as a source of providing language learners with authentic sociocultural activities and has also made such researchers more aware of intricate relationships between CMC and its sociocultural factors, including cultures, contexts, communities where learners participate, their social positionings in the communities, power relations with others, L2 identities and L2 learning motivations.This paper reviews various previous CMC studies and then argues the applicability of several sociocultural and pedagogical concepts to CMC research, including the Vygotskian notion of scaffolding, task-based language teaching, intercultural interactions, and language socialization. The sociocultural analyses of CMC in this paper suggest that CMC enhances students’ goal-driven social actions to promote grammatical, sociolinguistic and sociocultural competence in L2 and provides affordances that help students to apply an analytical lens on their own L2 production.