Abstract:

Research on the use of computer-mediated communication (CMC) without exception supports its cognitive and affective benefits for foreign language (L2) learning (Beauvois, 1995, 1997; Blake 2000; Swaffar, 1998). Studies both in L1 and L2 contexts especially draw attention to its ability to promote more democratic discourse patterns than face-to-face classroom interaction (Batson, 1993; Chun, 1994; Kern, 1995). Sproull and Kiesler (1991) claim that people feel more at liberty expressing themselves without fear of social approbation because the typical social norms of face-to-face interactions do not apply to this communicative environment. However, while CMC's liberating effects have been mostly welcome, a less desirable one has also emerged: flaming. While flaming, which refers to aggressive interpersonal behavior and rude language (Miller, 1993), has been addressed in L1 academic and nonacademic contexts, it has not yet been a focus of discussion in L2 circles. The present article, based on a descriptive study with 75 intermediate learners of college German participating in two sessions of synchronous CMC during the course of a semester, investigates students' flaming behavior, and shows that not only is flaming a very infrequent occurrence, it can even be harnessed for the development of authentic communicative and interactive competence.

Author: Zsuzsanna Ittzes Abrams