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Dr Enza Tudini 

Position: Senior Lecturer Dr Enza Tudini
Division/Portfolio: Division of Education, Arts and Social Sciences
School/Unit: School of Communication, International Studies and Languages
Campus: Magill Campus
Office: B1-15
Telephone: +61 8 830 24592
Fax:
Email: Enza_dot_Tudini_at_unisa_dot_edu_dot_au
URL for Business Card: http://people.unisa.edu.au/Enza.Tudini


Vincenza Tudini completed her Ph.D at La Trobe University, Melbourne, Australia, and currently works in the Research Centre for Languages and Cultures at the University of South Australia, in the School of Communication, International Studies and Languages. Her research interests include the application of conversation analytic techniques in Computer-Mediated Communication contexts, especially where participants have differential language expertise. Her work on Online Computer-mediated communication has been published in various chapters and journals, including The Modern Language Journal and Journal of Pragmatics. Her book on online language learning, Online Second Language Acquisition: Conversation Analysis of Online chat was published by Continuum (London/New York) in 2010. She has directed several projects in the area of Computer-Assisted Language Learning (CALL) including a project of the Australian Language and Literacy Council on Implications of Technology for Language Teaching.


I teach the following courses

LANG 3012Italian 3A
LANG 3013Italian 3B
LANG 3036European Languages In-Country
LANG 2040Language, Discourse and the Media


Research publications

Tudini, V. (2015) Interactivity in the teaching and learning of foreign languages: what it means for resourcing and delivery of online and blended programmes, The Language Learning Journal. DOI: 10.1080/09571736.2014.994183; http://dx.doi.org/10.1080/09571736.2014.994183

Tudini, V. (2014) Extending prior posts in dyadic online text chat, in Discourse Processes. http://www.tandfonline.com/eprint/SfIiIWk2Ht7GfFnGPfu7/full

Tudini, V. (2014) Conversation Analysis of Computer-Mediated Interactions (2014). In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Hoboken, NJ: Wiley-Blackwell.

Tudini, V. (2013) Form-focused social repertoires in an online language learning partnership, Journal of Pragmatics 50(1), pp. 187-202.

Liddicoat, A.J. & Tudini, V. (2012)Expert-novice orientations: native speaker power and the didactic voice in online intercultural interaction. In F.Sharifian, & M. Jamarani (Eds.) Intercultural Communication in the New Era. New York/London, Routledge.

Tudini, V. (2010) Online Second Language Acquisition: a Conversation Analysis of Online Chat. London, Continuum, 2010 http://www.continuumbooks.com/books/detail.aspx?BookId=132981&SearchTy .

Tudini, V. (2007) Negotiation and intercultural learning in Italian native speaker chat rooms. The Modern Language Journal, 91(iv), pp. 577-601.

Tudini, V. (2005) Chatlines for beginners:negotiating conversation at a distance. In Holmberg, B., Shelley, M & White, C. (Eds) Distance Education and Languages: Evolution and Change. Multilingual Matters, 2005.

Tudini, V. (2004) Virtual immersion: native speaker chats as a bridge to conversational Italian. Australian Review of Applied Linguistics. . Special issue on Using and Learning Italian in Australia, edited by A. Rubino. Series S, 18, pp. 63-80.

Tudini, V. (2003) Using native speakers in chat. Language Learning and Technology, 7 (3), pp.141-159; reprinted in Hubbard, P. (Ed.) (2009) Computer Assisted Language Learning: Critical Concepts in Linguistics, Volume III: Computer Mediated Communication in Language Learning, New York/London: Routledge, Chapter 49, pp. 292-316.

Tudini, V. (2003) Conversational elements of online chatting: Speaking practice for distance language learners? Apprentissage des Langues et Systemes d'Information et de Communication, 6, (2), 63-81 (French), 83-99 (English) http://alsic.u-strasbg.fr/Menus/frameder.htm

Carroli, P., Tudini, V. & Pavone, A. (2003) Teaching Italian verbal and social interaction: an intercultural perspective in Crozet, C. & Lo Bianco, J. (Eds.) Teaching Invisible Culture: Classroom Practice and Theory. Clevedon: Multilingual Matters.

Tudini, V. (2002) The role of online chatting in the development of competence in oral interaction. Proceedings of the Innovations in Italian Workshop, Griffith University. http://www.gu.edu.au/centre/italian/

Tudini, V. (2000) Focus on form through coded corrective feedback and learner self-correction of writing tasks. Rassegna italiana di linguistica applicata, n. 2.

Tudini, V. & Rubino, A. (1998). Connecting Language Students through E-mail. Babel, 3 (1).

Tudini, V. (1994). Italianissimo 1: Activity Book, BBC Books, London/Melbourne: Rigby Heinemann.

Tudini, V. (1994). Italianissimo 2: Activity Book, BBC Books/ London/Melbourne: Rigby Heinemann.

Tudini, V. (1992). Varianti sconosciute di Il seme sotto la neve di Ignazio Silone: analisi strutturale, Ravenna:Longo.


Research Degree Supervisor

Enza Tudini is a Senior Lecturer in Italian and Applied Linguistics, whose main area of research expertise is online Second Language Acquisition (SLA). She is keen to help foreign language students overcome the tyranny of distance to provide opportunities for social interaction and language learning through the use of communications technologies. She also has expertise in applying Conversation Analysis (CA)to online interaction.

Current Projects:

Knowledge for Network-based Education, Cognition & Teaching (KONECT)
 Dr Enza Tudini is partner investigator on the research project Knowledge for Network-based Education, Cognition and Teaching (KONECT) which has recently been granted 110,000 Euros from the Spanish Ministry of Education. Based at the Universitat Autònoma de Barcelona the research involves school-based research and collaborative publication of books/articles on telecollaboration where Dr. Tudini will contribute a conversation analytic perspective on classroom and online interaction. A team of international experts, led by Dr Melinda Dooly, will analyse data stemming from the design and implementation of telecollaborative, international projects at two levels (primary school pupils and middle-school students) who will be matched with international partners. Based on conclusions drawn from the results of the analysis, this project will then propose specific measures for improving students’ communicative and academic skills in order to better ensure their future participation in the 21st century knowledge society. Results from the evaluation and analysis of the projects will serve for the conception of an educational reference model that will be piloted in workshops and in local teacher education programmes




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