scholarly journals Advising in Language Learning: Confirmation Requests for Successful Advice-Giving

2016 ◽  
pp. 260-286
Author(s):  
Yukari Rutson-Griffiths ◽  
Mathew Porter
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Learners ◽  
Mutual Understanding ◽  
Shared Understanding ◽  
Advice Giving ◽  
Naturally Occurring ◽  
Authentic Dialogue ◽  
Shed Light

One of the roles of language learning advisors is to help language learners become more autonomous and one crucial way to achieve this is to facilitate reflection on their learning through dialogues in advising sessions. Although previous studies on advising skills have provided practitioners with invaluable resources for their professional development, more studies on actual interactions can further illuminate the nature of advice-giving to support or better inform existing advising frameworks. This research uses conversation analysis to examine a naturally occurring advisor-learner interaction to uncover how the conversational participants achieve shared understanding. It was found that a series of confirmation requests help adjust and maintain the participants’ mutual understanding while the conversation unfolds. The findings of this study suggest that more research examining authentic dialogue using conversation analysis will shed light on uncovering the mechanisms underlying the successful provision of appropriate advice in language learning and consequently contribute to the professional development of advisors in the future.

language teaching

2005 ◽  
Vol 38 (4) ◽  
pp. i-i
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Conversation Analysis ◽  
Classroom Interaction ◽  
Research Methodologies ◽  
Complex Issue ◽  
Learning And Teaching ◽  
Naturally Occurring ◽  
Proficiency Assessment ◽  
Spoken Interaction

The analysis of naturally-occurring spoken interaction is an area which has attracted growing interest over the last few years. In this issue, Paul Seedhouse reviews Conversation Analysis (CA) and its application to areas of language learning and teaching, including teaching languages for specific purposes, materials design, classroom interaction and proficiency assessment. The author then examines the complex issue of what CA can contribute to the study of ‘learning’ and discusses the contribution of CA as a tool in existing social sciences research methodologies.

scholarly journals Identity and naturally occurring interaction: An interview with Elizabeth Stokoe

2010 ◽  
Vol 34 (3) ◽  
pp. 15
Author(s):  
Keiko Ikeda
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Language Learning ◽  
Conversation Analysis ◽  
Foreign Language Learning ◽  
Membership Categorization Analysis ◽  
Learning Contexts ◽  
Naturally Occurring ◽  
Membership Categorization ◽  
Per Se

Dr. Elizabeth Stokoe is one of Europe’s foremost authorities on identity-in-interaction. Although her work does not focus on foreign language learning contexts per se, many scholars and students of identity in Japan are familiar with her 2006 book Discourse and Identity, co-authored with Dr. Bethan Benwell, and her qualitative yet strongly empirical approach to documenting identity-in-interaction through Conversation Analysis (CA) and Membership Categorization Analysis (MCA). Dr. Stokoe is Professor of Social Interaction in the Department of Social Sciences, Loughborough University. She was interviewed by Keiko Ikeda

scholarly journals The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

2018 ◽  
Vol 10 (4) ◽  
pp. 148 ◽  
Author(s):  
Claudine Kirsch ◽  
Gabrijela Aleksić
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Language Learning ◽  
Early Years ◽  
Language Diversity ◽  
Childhood Education ◽  
Multilingual Education ◽  
Paired Samples ◽  
Shed Light

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

Educator Perceptions of English Language Learners

2020 ◽  
Vol 31 (4) ◽  
pp. 436-450
Author(s):  
Antonia (Toni) Szymanski ◽  
Michelle Lynch
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
Gifted Students ◽  
English Language Learning ◽  
Educator Perceptions ◽  
Ell Students

This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.

scholarly journals Emergency Transition: Have Tertiary Language Students’ Needs Been Met?

2021 ◽  
Vol 3 (1) ◽  
pp. 49-61
Author(s):  
S. V. Bogolepova
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Training And Development ◽  
Transactional Distance ◽  
University Education ◽  
Instructor Training ◽  
Online Language Learning ◽  
Language Instructors ◽  
Language Students ◽  
Shed Light

The emergency transition of university education online posits a number of questions which are still to be answered. This paper aims to investigate whether language students’ needs were met when instruction was delivered completely online. To understand this, parallel questionnaires based on the current research on the needs, engagement and motivation in online and distance learning environments were administered to language instructors (N=69) and their students (N=148) at a large university in Russia. The instructors self-evaluated related competences, and the students assessed the experience of distant online language learning. The data collected via the questionnaires was subject to statistical analysis. The results showed a discrepancy in the instructors’ beliefs and students’ perceptions. The instructors were confident about their ability to meet the language learners’ needs, to provide individualisation, motivate and engage students, however, the students did not feel that happening. Open answers, which were analysed qualitatively, shed light on the reasons behind the mismatch in opinions. The students’ need for communication and interaction was inhibited by the limitations of the medium and the transactional distance. These factors contributed to the reduction of engagement, motivation and concentration. The interviews with 20 university language instructors revealed the practices the instructors implemented to meet the students’ needs, and identified the challenges they faced. Some implications for online language instructor training and development are discussed.

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.

Click if You Want to Speak

2012 ◽  
Vol 3 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Marie-Noëlle Lamy
Keyword(s):  
Language Learning ◽  
Conversation Analysis ◽  
Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Interaction Data ◽  
Social Semiotics ◽  
Online Platforms ◽  
Communication Modes ◽  
Linguistic Means

This paper addresses the lack of formalised methodology for analysing learner interaction data created in conversations on audiographic platforms. First the author shows the importance of conversations in language learning and the need for researchers to understand how users learn from these interactions. Then the author establishes that appropriate methodologies for investigating interaction data collected from online platforms have as yet emerged neither from the field of computer-assisted language learning nor from conversation analysis (CA). Three brief multimodal conversations involving language learners in platform-based tutorials are analysed. The author shows that linguistic means of communication are only one way in which to achieve learning aims and other communication modes are identified. The author concludes that the analysis and interpretation of such exchanges can be improved by a crossdisciplinary approach which consists of augmenting constructs drawn from CA with selected constructs from social semiotics.

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.

scholarly journals Professional Development for Language Learning Advisors

2017 ◽  
pp. 268-273
Author(s):  
Saki Inoue
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Development Program ◽  
Development Programs ◽  
Structured Interviews ◽  
Ongoing Training

Advising in language learning (ALL) is an effective way to support English language learners. More and more universities offer an advising service in Japan. In order to improve quality of an advising service, ongoing training of language learning advisors is necessary. In this paper, which is a summary of a study, a series of professional development programs for language learning advisors are introduced. Eight advisors participated in the research which involved completing reflection reports about the training and participating in semi-structured interviews. The implications of the research are discussed which are to develop a more effective professional development program for advisors.

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