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This book explores the relationship between online second language
(L2) communicative activities and formal language learning. It
provides empirical evidence of the scale of L2 English use online,
investigating the forms most commonly used, the activities likely
to cause discomfort and the challenges experienced by users, and
takes a critical approach to the nature of language online beyond
the paradigms of 'written' versus 'spoken'. The author explores the
possibilities for language teaching practices that engage with and
integrate learners' L2 English online use, not only to support it
but to use it as input for classroom learning and to enhance and
exploit its incidental learning outcomes. This book will be of
interest to postgraduate students and researchers interested in
computer-mediated communication, online discourse and Activity
Theory, while language teachers will find the practical ideas for
lesson content invaluable as they strive to create a successful
language learning community.
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