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Abstract
Current technologies are affording more varied types of communication and collaboration than has ever before been possible, and many disciplines are beginning to exploit these technologies, with language teacher education (LTE) being one such discipline. Several researchers have explored synchronous and asynchronous online communication and their uses and benefits within different pedagogical contexts. Adding to this field of work, this paper provides a corpus‐based analysis of virtual synchronous and asynchronous student teacher and peer mentor interactions, highlighting the pertinent issues of interactivity and reflection. Variation and similarities between both modes are considered and compared against larger spoken and written corpora to investigate if either mode appears more akin to the spoken or written media. The paper closes with a discussion of the pedagogical implications of such research findings for the teacher education arena.
Acknowledgements
The authors are grateful to the two anonymous reviewers for their insightful comments on the article.
Notes
1. The corpus was developed at the Universities of Warwick and Reading under the directorship of Hilary Nesi and Paul Thompson. Corpus development was assisted by funding from BALEAP, EURALEX, the British Academy and the Arts and Humanities Research Council. BALEAP, EURALEX, the British Academy and the Arts and Humanities Research Council. Retrieved from http://ca.sketchengine.co.uk/open/
2. The corpus was developed at the Universities of Warwick, Reading and Oxford Brookes under the directorship of Hilary Nesi and Sheena Gardner (formerly of the Centre for Applied Linguistics [previously called CELTE], Warwick), Paul Thompson (Department of Applied Linguistics, Reading) and Paul Wickens (Westminster Institute of Education, Oxford Brookes), with funding from the ESRC (RES‐000‐23‐0800). Retrieved from http://ca.sketchengine.co.uk/open/