Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom

Mondada, Lorenza; Doehler, Simona Pekarek

doi:10.1353/cml.2005.0026

Cited by 69 publications

(111 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous studies on instructional activities with pedagogical purposes in language teaching and learning contexts have investigated how shared instructed vision in training learners to identify and work with linguistic objects may be accomplished (see, e.g., Brouwer, Rasmussen, & Wagner, ; Churchill et al., ; Eskildsen & Wagner, , ; Jakonen, ; Käänta, ; Majlesi, ; Mondada & Pekarek Doehler, ). They show at some level of detail how a linguistic object may be highlighted or marked to become observable and intelligible for language learners to see and/or hear it as a relevant linguistic or grammatical object of knowledge with particular form and function.…”

Section: Multimodality and Embodied Practices For Highlighting ‘Learnmentioning

confidence: 99%

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Majlesi

2018

The Modern Language Journal

View full text Add to dashboard Cite

This study aims to show how multimodality, that is, the mobilization of various communicative resources in social actions (Mondada, 2016), can be used to teach grammar. Drawing on ethnomethodological conversation analysis (Sacks, 1992), the article provides a detailed analysis of 2 corrective feedback sequences in a Swedish-as-a-second-language classroom. It shows that teaching grammar using corrective feedback sequences is a collaborative activity between teachers and students, which requires both verbal and other embodied practices. Specifically, it demonstrates how the teachers made grammatical constructs visible, noticeable, and thus learnable through the use of multiple resources such as annotating and illustrating on a whiteboard or projection screen, using concrete meta-talk (Storch, 2008), together with nonverbal actions such as gesturing. The article argues that the practice of marking a linguistic structure through multiple resources creates 'landmarks' for teaching purposes. These landmarks were used (a) for an instructed vision through which the intelligibility of abstract grammatical concepts and relations as cognitive phenomena is constituted by a concrete set of observable and reportable actions, and (b) as prompts in organizing knowledge not only for the purpose of the current activity of teaching but also for future occasions.MULTIMODALITY HAS BEEN A TOPIC OF inquiry for some time in the domain of textual analysis, quite simply because most contemporary texts are no longer just straight word-based textual artifacts but show an intricate interlacing of multimodal resources in building texts. In contrast with a textual-analytical stance, the present study adopts an explicitly pedagogical orientation from an ethnomethodological conversation analytic (EM/CA) point of view (Mondada, 2014(Mondada, , 2016. The study aims to show how multimodality, that is, the use of multiple communicative resources, such as talk, body, and available artifacts, is indispensable to action-building in human activities including language teaching, here

show abstract

Section: Multimodality and Embodied Practices For Highlighting ‘Learnmentioning

confidence: 99%

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Majlesi

2018

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…CA‐SLA studies based on their empirical and emic approach to naturally occurring activities—usually in face‐to‐face encounters—have so far shown how learning or teaching activities are organized in and through talk and embodied behavior, both in classrooms and other contexts designed for pedagogical purposes (Eskildsen & Wagner, ; Hellermann, ; Kasper, ; Majlesi, ; Markee, ; Mondada & Pekarek Doehler, ; Seedhouse, Walsh, & Jenks, ; Sert, ) and also in the wild (Barraja–Rohan, ; Eskildsen & Theodórsdóttir, ; Hellermann et al., ; Sahlström, ; Theodórsdóttir & Eskildsen, ; Wagner, ). Attending to members’ displayed understanding in and through talk and other embodied behavior in interaction, CA analyzes social organization from within, adopting the perspective of the members in situ and investigating their sense‐making procedures and methods.…”

Section: Ca‐slamentioning

confidence: 99%

Learnables and Teachables in Second Language Talk: Advancing a Social Reconceptualization of Central SLA Tenets. Introduction to the Special Issue

Eskildsen

Majlesi

2018

The Modern Language Journal

View full text Add to dashboard Cite

for a social reconceptualization of central tenets of second language acquisition (SLA) research, this special issue of The Modern Language Journal focuses on practices for teaching and learning a second language (L2) with special attention to the details of sociointeractional contexts of teaching and learning behaviors/activities. Its goal is to unveil learning processes and practices as socially observable phenomena in situ and in vivo and to discuss pedagogical implications of the findings. As such, the issue focuses on some well-established concepts from the SLA field, including noticing, attention, and corrective feedback, but aims to explore and reconceptualize them in terms of social displays of behavior and social practices as seen through the lens of conversation analysis. This Introduction sets the stage for the articles in the special issue by tracing SLA's interest in socio-interactional aspects of learning before moving on to a brief discussion of the epistemology of CA. We then outline the ways in which the individual articles empirically contribute to a social understanding of learning and cognition in SLA, before summarizing the main points addressed in the special issue.

show abstract

“…From this perspective, learning is rooted in what the learner is doing when he or she participates in both social practice and the process of continuous adaptation to unfolding circumstances and activities (Hellermann, ; Nguyen, ; Pakarek Doehler & Ziegler, ). A number of studies have addressed learning as a socially situated practice where learners or novices can appropriate symbolic means (e.g., language) through collaborative participation in social‐interactive activity with more mature or expert participants (e.g., Lantolf & Poehner, ; Lave & Wenger, ; Mondada & Pakarek Doehler, ; Ohta, ). Utilizing a socio‐interactionist approach to tracing L2 development during a French oral proficiency interview, van Compernolle () demonstrated how the participants' collaborative construction during the activity enabled opportunities for learning—that is, a change in the learner's own productive linguistic repertoire in the subsequent interaction.…”

Section: Review Of Literaturementioning

confidence: 99%

“…By contrast, numerous L2 studies have looked into L2 learning opportunities that are characterized by initiation‐response‐feedback (IRF) patterns (Sinclair & Coulthard, ) in which participants use language to extend rather than close a conversation. Such studies have considered, in particular, instructor–learner collaborative classroom interaction (Antón, ; Hall, ; Mondada & Pakarek Doehler, ); teacher‐led, whole‐class discourse (Toth, ); peer–peer collaborative interaction (Donato, ; Swain & Lapkin, ); and native speaker–learner interaction (Adams, Nuevo, & Egi, ; Dobao, ). While most of these studies have reported learners’ improved performance of target grammatical forms (i.e., lexical, morphological, and morphosyntactic items) during specific task‐based activities such as jigsaw, text reconstruction, and spot‐the‐difference/information‐gap tasks, few studies have addressed the way in which interactions with native speakers (NSs) during a classroom activity contribute to the learner's changing participation and development during ongoing interaction with that NS and subsequent use of those new L2 resources, a perspective that frames the present study.…”

Section: Introductionmentioning

confidence: 99%

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

Hoshi

2015

Foreign Language Annals

View full text Add to dashboard Cite

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.

show abstract

Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom

Cited by 69 publications

References 44 publications

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

Learnables and Teachables in Second Language Talk: Advancing a Social Reconceptualization of Central SLA Tenets. Introduction to the Special Issue

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

Contact Info

Product

Resources

About