A Sociocultural Perspective on Language Learning Strategies: The Role of Mediation

Donato, Richard; McCormick, Dawn E.

doi:10.1111/j.1540-4781.1994.tb02063.x

Cited by 234 publications

(138 citation statements)

References 27 publications

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“…Competiveness among learners, feeling a veiled threat to self-esteem, and fear of high-exposure levels have been considered as factors influencing L2 anxiety in the classroom (Donato & McCormic, 1994;Saint Léger & Storch, 2009;Young, 1990). It is also surmised that high levels of anxiety negatively correlate with class participation and motivation (Clément, Dörnyei, & Noels, 1994); moreover, demands of a communication situation bring about the sense of responsibility on the part of the learners, which affects language anxiety and WTC, accordingly (Kang, 2005 (2004) investigated the impact of age and sex on WTC, communication apprehension, and self-perceived communicative competence.…”

Section: B Linguistic Self-confidence and Language Use Anxietymentioning

confidence: 99%

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

Ghanbarpour

2016

TPLS

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Abstract-Functioning as a mediating factor between having communicative competence in the target language and putting this competence to use, willingness to communicate (WTC) has enjoyed scholars' attention in the field of second language acquisition (SLA). The present quantitative study examined the contribution of Iranian EFL learners' linguistic self-confidence in their proficiency and language-use anxiety to their WTC level as well as the possible impact of age and gender on learners' reported L2 WTC. 188 university students, who were randomly selected, filled in a questionnaire, and correlation analyses, one-way between-groups ANOVA, independent-samples t-test, and standard multiple regression were run to analyze the collected data. Results indicated that L2 self-confidence made a significant contribution to the prediction of L2 WTC. Moreover, it was found that learners' age and gender did not make a statistical difference to their WTC. The findings could inform debates on the theory and practice of WTC and feed into further pertinent research in second language pedagogy.Index Terms-willingness to communicate, language-use anxiety, linguistic self-confidence

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Section: B Linguistic Self-confidence and Language Use Anxietymentioning

confidence: 99%

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

Ghanbarpour

2016

TPLS

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“…I draw from this theory because collaboration assumes interaction. In this notion, social interaction is a prerequisite for the growth and development of cognition among students (Donato & McCormick, 1994). In this study, media is used as a tool that mediates human interaction and cannot be parted from the social milieu in which it occurs (Wertsch, 1993).…”

Section: Theoretical Foundationmentioning

confidence: 99%

Using Graded-Conversations to Enhance Language Learning and Student Collaboration

Maganda¹

2017

JLAS

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Language teaching entails the use of varied methods to maximize learning. Most language educators, particularly those teaching foreign languages tend to use lesson review sheets, dialogue practice, drills on grammar, audio tapes or text recordings. Educators also make use of media to enhance learning while a few language instructors use graded-conversations. Thus, this paper explores ways in which graded-conversations impact language learning. This paper shows how using graded-conversations in a Swahili language classroom enhanced language learning and encouraged students to collaborate in and outside the classroom. More specifically, the findings indicate that while graded-conversations motivated students to communicate with each other beyond classroom and use social media to help each other study, assignments shape the type and quality of students' collaboration. Implications for teaching are presented.

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“…Thus, the value of a textbook is contingent on a teacher's role in deconstructing textbook knowledge with students in class that might facilitate or constrain students' learning through textbook (Donato & McCormic, 1994;Newton, 1990). For example, Antón (1999) reported the impact of teachers' role on learners' language learning by comparing and analyzing a learner-centered and a traditional teacher-centered language teaching class.…”

Section: In-use Elt Textbook Evaluationmentioning

confidence: 99%

A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

Zhang

2017

Journal of Language and Cultural Education

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This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks' content and learners' academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks' effect on English learners' academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.

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A Sociocultural Perspective on Language Learning Strategies: The Role of Mediation

Cited by 234 publications

References 27 publications

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

Using Graded-Conversations to Enhance Language Learning and Student Collaboration

A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

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