|
Showing 1 - 6 of
6 matches in All Departments
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 interdisciplinary volume brings together leading scholars from
several disciplines to uncover the key to young people's
socialization within institutional settings, from school to the
workplace. Among the questions they consider are: what aspects of
interactional competence are relevant for participation in
practical activities within those settings? What are the
interactional procedures through which diverse facets of
interactional competence are recognized, legitimized and assessed
in the course of practical activities? How do these procedures
shape and reflect social institutions and people's understanding of
them? The collection discusses interactional competences across a
variety of institutional settings, and reflects on the
institutional order by scrutinizing how such competences are
interactionally treated within everyday institutional practices.
The volume enriches an interdisciplinary understanding of
fundamental concepts in the social sciences and will therefore be
of interest to those working within linguistics, sociology,
education, psychology of work, and speech therapy.
This book advances our understanding of change over time in human
social conduct, and represents the first consolidated effort to
reveal how micro-analytic studies of social interaction address
such issues. The book presents a collection of longitudinal studies
drawing on conversation analysis across a variety of settings,
practices, languages and timescales, and analyses the ways in which
participants produce and deal with practices changing over time.
This edited collection will interest students and scholars of
conversation analysis, sociolinguistics, discourse analysis,
interactional linguistics and pragmatics.
This interdisciplinary volume brings together leading scholars from
several disciplines to uncover the key to young people's
socialization within institutional settings, from school to the
workplace. Among the questions they consider are: what aspects of
interactional competence are relevant for participation in
practical activities within those settings? What are the
interactional procedures through which diverse facets of
interactional competence are recognized, legitimized and assessed
in the course of practical activities? How do these procedures
shape and reflect social institutions and people's understanding of
them? The collection discusses interactional competences across a
variety of institutional settings, and reflects on the
institutional order by scrutinizing how such competences are
interactionally treated within everyday institutional practices.
The volume enriches an interdisciplinary understanding of
fundamental concepts in the social sciences and will therefore be
of interest to those working within linguistics, sociology,
education, psychology of work, and speech therapy.
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.
|
|