Alignment and Interaction in a Sociocognitive Approach to Second Language Acquisition

Abstract

This article argues for the crucial role of alignment in second language acquisition, as conceptualized from a broadly sociocognitive perspective. By alignment, we mean the complex processes through which human beings effect coordinated interaction, both with other human beings and (usually human-engineered) environments, situations, tools, and affordances.The article begins by summarizing what we mean by a sociocognitive approach to second language acquisition. We then develop the notion of alignment, first in terms of general learning/activity and next in relation to second language (L2) learning. Following that, we provide an extended example of alignment-in-action, focusing on the coordinated activities of a Japanese junior high school student and her tutor as they study English in their sociocognitively constructed world. Next, we speculate on possible uses of the alignment concept in L2 research and teaching, and finally we conclude by restating our claim-that alignment is a necessary and crucial requirement for L2 development.ALIGNMENT IS THE COMPLEX MEANS BY which human beings effect coordinated interaction, and maintain that interaction in dynamically adaptive ways. It is a fundamental tenet of the sociocognitive approach to second language acquisition (Atkinson, 2002; cf., Gee, 1992; WatsonGegeo, 2004) that L2 development takes place through such articulated mind-body-world activity, of which the cognitive internalization of input The Modern Language Journal, 91, ii, (2007) 0026-7902/07/169-188 $1.50/0 C 2007 The Modern Language Journalis only a part. In this sense, language learning is akin to improvisational dance, team sports, conversation, driving, and in fact all forms of interaction-what goes on between is of equal importance to what goes in and how it gets processed. Indeed, if thinking, feeling, doing, and learning are all part of a larger ecological circuit, as we will argue, then what goes on between and what goes in cannot properly be separated.In this article, we begin by summarizing what we mean by a sociocognitive approach to second language acquisition. Next, we develop the notion of alignment, first in terms of general learning/activity, and then specifically in relation

Interactive alignment: A teaching-friendly view of second language pronunciation learning

“…Finally, the alignment view does not exclude social and contextual influences on learning. For instance, in the course of interaction, interlocutors might align not only in terms of language but also in terms of gestures, facial expressions, eye gaze, and body movement (Atkinson et al 2007;Churchill et al 2010). In fact, alignment can be viewed even more broadly -in the context of an individual's interaction with his or her environment (Atkinson 2011).…”

Sociolinguistic approaches to identity negotiation and language learning: A circumstantiality perspective on communities of practice

“…Block (2003) also sheds light on the relationship between individuals and their communities, arguing that active negotiation and collaborative communicative practice are at the heart of Sociolinguistic approaches to identity negotiation and language learning International Journal of Research Studies in Language Learning 55 language acquisition and learning. Thus, language use represents the intersection of communicative modalities and environmental influences, and takes place in contact situations and environments in which they are embedded (Lantolf & Thorne, 2006;Atkinson, et al, 2007).…”

Exploring the Effects of the Continuation Task on Syntactic Complexity in Second Language Writing

“…"The continuation task provides learners with a text with its ending removed and requires them to complete it through writing in a most coherent and logical way" (Jiang & Xu, 2016, p. 133). This dovetails with the principles of alignment in language use (Pickering & Garrod, 2004;Atkinson et al, 2007;Costa et al, 2008). The notion of alignment generally refers to a socio-cognitive process in which human beings engage in coordinated interaction and dynamically adapt to each other.…”

“…The notion of alignment generally refers to a socio-cognitive process in which human beings engage in coordinated interaction and dynamically adapt to each other. It takes place not only between humans' communicative interaction, but also between human beings and their social and physical environments (Atkinson et al, 2007). To translate the alignment into L2 writing research, C. Wang and M. Wang (2015) designed the continuation task, claiming that the continuation task which couples writing with reading and entails alignment, significantly affects learners' L2 production.…”