Aspects of advanced foreign language proficiency: Internet‐mediated German language play

Abstract

Adult foreign language play has been an under‐explored phenomenon in the field of applied linguistics, despite the fact that strong claims have been made about its importance in instructed foreign language learning. This article documents the nature of adult foreign language play in the electronic medium and examines the ways in which computer‐mediated communication may afford opportunities for its occurrence. It is further argued that examination of this phenomenon provides insights into issues of advanced foreign language proficiency. The article presents a case study of a 19‐year‐old American college student who was a participant in a telecollaborative course between the United States and Germany in the fall of 2002. Data are drawn from (a) his course web site, (b) his in‐class electronic correspondence with his German keypals, (c) his out‐of‐class correspondence with these same keypals and his German‐speaking girlfriend, (d) his cumulative course portfolio, and (e) focus group interviews.

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