Beyond Classroom Discourse: Learning as Participation in Native Speaker–Learner and Learner–Learner Interactions

Abstract

Consistent with the notion of learning as changing participation (Lave & Wenger, 1991; Rogoff, 1998; Sfard, 1998; Young & Miller, 2004), the present qualitative study investigated how social interaction between learners of Japanese as a foreign language and native speaker classroom guests contributed to the students' use of second language (L2) linguistic resources in their productive performance over time. Specifically, the study considered the kinds of L2 linguistic resources that were made available to learners during guided interpersonal interactions with native speaker guests. Findings suggest that participants' nonpedagogical interaction with a more knowledgeable native speaker interlocutor provided a wider range of linguistic resources than instructor‐fronted instruction and that those linguistic forms were taken up by the learners and then appropriated in subsequent activities with peers.

Encouraging Undergraduate Marketing Students to Reflect on Critical Thinking and the Digital Gender Divide

“…As [ 39 , 40 ] state, in qualitative studies, the decisions concerning the sampling methods reflect the researcher’s premises according to what makes a credible, reliable, and valid sample to approach the problem statement. The correct sampling is of crucial importance in the research [ 41 ] and the literature shows that small samples are valid in qualitative studies [ 27 , 28 , 33 , 34 , 42 , 43 ].…”

“… Watching documentaries and analysing information to draw conclusions and design lines of research [ 32 ]. Interaction with a guest speaker from a successful real retail company [ 31 , 33 , 34 ]. Analysing the ethics of buying and selling products in retail through a discussion [ 55 ].…”

“…In this study, these instruments are extended and include new ones, which previous researchers have used and proved their adequacy [ 27 , 31 , 32 ]. However, each instrument was employed singly in a specific study and the challenge in this study is to use a variety of them as a preparation for CT. More precisely, the tools included are the following: Interacting with guest speakers, used earlier by [ 31 , 33 , 34 ], watching documentaries [ 31 ], roundtable discussions [ 27 ], and role-playing [ 28 ]. In summary, the spectrum of pre-activities used in this study is part of its strength because they were all used as part of the same course to prepare the same students for CT, and no previous literature was found with such a wide range of techniques used at the same time.…”