scholarly journals Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences

2018 ◽  
Vol 40 (4) ◽  
pp. 594-623 ◽  
Author(s):  
Niina Lilja ◽  
Arja Piirainen-Marsh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Use ◽  
Real Life ◽  
Service Encounters ◽  
Interactional Competence ◽  
Language Classroom ◽  
In The Wild

Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.

scholarly journals Ordering Fast Food: Service Encounters in Real-Life Interaction and in Textbook Dialogs

2012 ◽  
Vol 34 (2) ◽  
pp. 151 ◽  
Author(s):  
Hanh thi Nguyen ◽  
Noriko Ishitobi
Keyword(s):  
Conversation Analysis ◽  
Communication Skills ◽  
Fast Food ◽  
Communicative Competence ◽  
Real Life ◽  
Food Service ◽  
Small Sample ◽  
Service Encounters ◽  
Interactional Competence ◽  
Materials Development

In this paper we compare authentic fast-food ordering transactions with EFL textbook dialogs in order to assist teachers and materials writers in the development of students’ communication skills. Using conversation analysis (CA) and drawing on the concepts of communicative competence and interactional competence, we first provide a detailed description of a small sample of real-life transactions and then compare these with the dialogs in textbooks used in Japan, including some successive editions. We demonstrate that the textbook dialogs differ from the recorded real-life interactions in the sequencing of actions and completeness of actions. In the context of the findings, we suggest implications for language teaching and materials development. 本論は、学習者のコミュニケーション能力の育成を目指す教師や教科書執筆者に助力するため、ファストフード店での注文のやりとりについて、オーセンティックな対話とEFL教科書にある対話文とを比較する。会話分析（CA）の手法を用い、コミュニケーション能力やインタラクション能力の概念に基づいて、まず現実のやりとりのデータサンプルを詳細に記述し、その後日本で使われている教科書の対話文と比較する。ここで検証された教科書の対話文が、録音された現実のやりとりとは一連の行為進行や行為の完了の面において異なっているということを論証する。この研究結果に照らして、言語教育や教材開発への提案を行う。

scholarly journals Sprogbrugsbaseret læring i en tosproget hverdag. En forskningsoversigt over sprogbrugsbaseret andetsprogstilegnelse og sprogpædagogiske implikationer

2015 ◽  
Vol 48 (48) ◽  
pp. 71 ◽  
Author(s):  
Søren Wind Eskildsen ◽  
Johannes Wagner
Keyword(s):  
Social Networks ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Learners ◽  
Final Section ◽  
Theoretical Background ◽  
L2 Acquisition ◽  
Interactional Competence ◽  
Everyday World ◽  
In The Wild

This paper makes the case for a usage-driven approach to second language (L2) learning and an ensuing call for an experiential take on L2 teaching. Earlier research of language learners’ interactional practices in their everyday world has shown that especially self-initiated repair is a versatile resource for picking up linguistic items in the L2. The paper illustrates this finding and discusses recent research on other aspects of experiential language learning, aka language learning in the wild. Bringing in models of usage-based linguistics and conversation analysis the paper discusses current research on L2 acquisition through practice and use and sketches a theoretical background for the reported findings from language learning in the wild. In the final section, the paper discusses the pedagogical consequences of this approach and argues that language acquisition in a usage-based frame needs to be seen as a social endeavor where language learners’ interactional competence, range of activities, and their social networks expand together.

scholarly journals Task-Based Learning in the Classroom for EFL Learners: A Review

2020 ◽  
Vol 17 (2) ◽  
pp. 123-134
Author(s):  
Muhammad Badrus Sholeh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Use ◽  
Classroom Instruction ◽  
Efl Learners ◽  
Language Pedagogy ◽  
English Classes ◽  
Language Classroom ◽  
Second Language Pedagogy

In language teaching and learning, there are several methodologies and approaches; one of them is TBL. Since the 1980s, this approach has had the most pedagogical attention in second language pedagogy. TBL is becoming increasingly common worldwide, particularly in English classes in Indonesia. The task's goal is to establish a clear reason for language use and create a natural meaning for language learning. The ideas and principles of TBL have proven to be effective in classrooms. This paper aims to explain why teachers should implement TBL (TBL) in the language classroom and how to implement TBL during classroom instruction. The discussion begins with the introduction and the description of TBL. Then, it goes on TBL characteristics and continues with the approaches, the benefits, and framework of TBL.      

scholarly journals The interactional ecology of homestay experiences: Locating input within participation and membership

2021 ◽  
pp. 026765832110588
Author(s):  
Tim Greer ◽  
Johannes Wagner
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Everyday Life ◽  
Conversation Analysis ◽  
English Speaker ◽  
Opportunities To Learn ◽  
Naturally Occurring ◽  
In The Wild ◽  
Linguistic Input

Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

2021 ◽  
Vol 18 (4) ◽  
pp. 425-446
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Fine Grained ◽  
Japanese Learners Of English ◽  
Language Classroom ◽  
Alternative Procedures ◽  
Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

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