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Interactional Features of Synchronous Computer-Mediated Communication in the Intermediate L2 Class: A Sociocultural Case Study N97C0006 Tracy ＊Introduction Synchronous CMC in the CALL literature : I. Beauvois (1997): the origin of the use of SCMC II. Bruce, Kreeft Peyton, and Baston (1993): Daedalus Interchange III. Kelm (1992): the L2 learning context IV. Kern (1995): further development V. Warshauer (1996, 1999): VI. Bump (1990), Kern(1995), Salaberry(1997): ＊Introduction Sociocultural Theory-Vygotsky I. Sociocultural theory operates on the assumption that human cognitive development is highly dependent upon the social context which it takes place. II. Sociocultural theory emphasizes that the locus of learning is not exclusively within the individual’s mind but is a product of social interaction with other individuals. III. Vygotsky was interested in the development of language in relation to thought distinguished between lower mental functions and higher cultural functions. ＊Introduction Mediation and the Use of Tools I. The individual must make use of psychological tools for transformation from lower to higher mental functions. II. Mediation is an active process that involves the potential of cultural tools, as well as the unique use of such tools, to shape human action. III. The boom of the computer as a cultural/psychological tool in recent years lends support to Vygotsky’s thesis. IV. Donato&McCormick(1994) V. Meskill(1999) ＊Introduction Intersubjectivity I. Rommetveit(1974,1985) II. Wertsch(1991) III. Habermas(1998) IV.Schegloff(1992) V. Anton and DiCamilla(1998) ＊ Research Question ※What are some outstanding interactional features in chat among learners and the teacher? ＊ Method Case study ◆ Participants 33 learners and the teacher of two intact fourthsemester Spanish classes at the University of Pittsburgh. ＊ Method ◆ Method 1. The learners were asked to select a pseudonym. 2. The learners in each class were divided into four groups. 3. The learners were given a handout. 4. The instructor sat at the head of the lab, circulating among the four chat rooms. ◆ Data Analysis Method Discourse Analysis Data reduction Selective coding Start-up list ◆ Findings 1. Intersubjectivity 2. Off-Task Discussion 3. Social Cohesiveness 4. Greeting and Leave-taking 5. Use of Humor 6. Identity/Role play 7. Sarcasm/Insults 8. Use of English ＊ Conclusion The learners used L2 in the chat rooms for solidarity, enjoyment and sociolinguistic competence. The sociocultural theoretical framework is a robust paradigm. The study supports Vygotsky’s theory.