Interaktionsstrukturen und korrektives Feedback in der Telekollaboration von Lehramtsstudierenden und DaF-Studierenden

In this paper we report on a multilingual and intercultural exchange project that was implemented into higher education, connecting students of German as a second language (L2) at the Dutch Rijksuniversiteit Groningen (RUG) with German teacher trainees at the Carl von Ossietzky Universität Oldenburg (UOL). Discourse analyses of excerpts of recorded virtual meetings revealed that the collaboration is not characterized by inflexible IRE/F- sequences, which is why the conversations represent spontaneous conversations with a structure typical for extramural situations. However, the teacher trainees provided barely any corrective feedback to their L2-learning peers, even when the latter solicited them. Our data suggest that telecollaboration can be used as an instrument to reduce institutionalisation of conversations and offer a valuable authentic addition to L2-teaching and teacher education, yet participants need to be instructed on how to give effective corrective feedback. By reminding teacher trainees of their teaching role, adequate and target-oriented support of repair initiations and negotiating for meaning can be elicited.