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This volume offers insights on language learning outside the
classroom, or in the wild, where L2 users themselves are the
driving force for language learning. The chapters, by scholars from
around the world, critically examine the concept of second language
learning in the wild. The authors use innovative data collection
methods (such as video and audio recordings collected by the
participants during their interactions outside classrooms) and
analytic methods from conversation analysis to provide a radically
emic perspective on the data. Analytic claims are supported by
evidence from how the participants in the interactions interpret
one another's language use and interactional conduct. This allows
the authors to scrutinize the term wild showing what distinguishes
L2 practices in our different datasets and how those practices
differ from the L2 learner data documented in other more controlled
settings, such as the classroom. We also show how our findings can
feed back into the development of materials for classroom language
instruction, and ultimately can support the implementation of
usage-based L2 pedagogies. In sum, we uncover what it is about the
language use in these contexts that facilitates developmental
changes over time in L2-speakers' and their co-participants'
interactional practices for language learning.
This volume offers insights on language learning outside the
classroom, or in the wild, where L2 users themselves are the
driving force for language learning. The chapters, by scholars from
around the world, critically examine the concept of second language
learning in the wild. The authors use innovative data collection
methods (such as video and audio recordings collected by the
participants during their interactions outside classrooms) and
analytic methods from conversation analysis to provide a radically
emic perspective on the data. Analytic claims are supported by
evidence from how the participants in the interactions interpret
one another's language use and interactional conduct. This allows
the authors to scrutinize the term wild showing what distinguishes
L2 practices in our different datasets and how those practices
differ from the L2 learner data documented in other more controlled
settings, such as the classroom. We also show how our findings can
feed back into the development of materials for classroom language
instruction, and ultimately can support the implementation of
usage-based L2 pedagogies. In sum, we uncover what it is about the
language use in these contexts that facilitates developmental
changes over time in L2-speakers' and their co-participants'
interactional practices for language learning.
Drawing on data from a range of contexts, including classrooms,
pharmacy consultations, tutoring sessions, and video-game playing,
and a range of languages including English, German, French, Danish
and Icelandic, the studies in this volume address challenges
suggested by these questions: What kinds of interactional resources
do L2 users draw on to participate competently and creatively in
their L2 encounters? And how useful is conversation analysis in
capturing the specific development of individuals' interactional
competencies in specific practices across time? Rather than
treating participants in L2 interactions as deficient speakers, the
book begins with the assumption that those who interact using a
second language possess interactional competencies. The studies set
out to identify what these competencies are and how they change
across time. By doing so, they address some of the difficult and
yet unresolved issues that arise when it comes to comparing actions
or practices across different moments in time.
Drawing on recent socio-cultural approaches to research on language
learning and an extensive corpus of classroom video recording made
over four years, the book documents language learning as an
epiphenomenon of peer face-to-face interaction. Advanced technology
for recording classroom interaction (6 cameras per classroom)
allows the research to move the focus for analysis off the teacher
and onto learners as they engage in dyadic interaction. The
research uses methods from conversation analysis with longitudinal
data to document practices for interaction between learners and how
those practices change over time. Language learning is seen in
learners' change in participation in their in social actions that
occur around and within teacher-assigned language learning tasks
(starting the task, non-elicited story tellings within tasks, and
ending tasks). Web links are provided so the reader can see the
data from the classroom that is the subject of the analyses.
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