Sociocultural Approaches to Expert–novice Relationships in Second Language Interaction

Thorne, Steven L.; Hellermann, John

doi:10.1002/9781118531242.ch17

Cited by 14 publications

(8 citation statements)

References 53 publications

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“…As facilitators rather than explicit teachers, ESEs did not always provide target‐like resolutions of LREs and may have leaned toward a let‐it‐pass strategy to maintain progressivity so that tasks moved forward. However, expert speakers of a language do not always take on an expert role, and expert/novice roles (or more vs. less knowledgeable) can dynamically shift during an interaction (e.g., Thorne & Hellermann, ; Zuengler & Bent, ). Had some players had more experience with the particular game or more prior knowledge of green technology than others, shifting patterns of expert–novice interactions may have been visible…”

Section: Discussionmentioning

confidence: 99%

Mobile Augmented Reality and Language‐Related Episodes

et al. 2019

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Applications of locative media (e.g., place‐based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language‐related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed‐proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners’ understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs’ assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task‐based language teaching approaches.

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Section: Discussionmentioning

confidence: 99%

Mobile Augmented Reality and Language‐Related Episodes

et al. 2019

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“…Gardner & Wagner, ). Even naturally occurring classroom talk, where one might assume NfM to be widespread, has been found to foster few instances of the three Cs (Foster, ); instead, common L2 classroom practices involve students collaboratively achieving learning in peer–peer interactions and participating in teacher‐fronted classroom discourse at different paces and orienting to different aspects of the on‐going activities (e.g., Eskildsen, ; Hellermann, ; Markee, ; Mortensen, ; Ohta, 2000; Thorne & Hellermann, ). Moreover, I claim that the word searches found in the naturally occurring data are more conducive to L2 learning than the NfM practices because they are brought about by L2 speakers’ needs; in the instructed environment where both participants are L2 speakers, the one benefitting most from the NfM seems to be the one initiating it by making the comprehension check, as seen in Excerpt 4.…”

Section: Discussionmentioning

confidence: 99%

‘We're Learning a Lot of New Words’: Encountering New L2 Vocabulary Outside of Class

Eskildsen

2018

The Modern Language Journal

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This article presents empirical evidence that the Interaction Hypothesis (Long, 1996), especially key concepts in Negotiation for Meaning, bears little relevance for language learning outside of class ('in the wild,' cf. Hellermann, Eskildsen, et al., 2018;Wagner, 2015) but seems to be epiphenomenal to experimentally elicited data. Instead, the article shows that the learning, vis à vis negotiation for meaning, that takes place in the wild needs to be viewed as repair practices, as it investigates speakers' displays of (non)understanding and learning as fundamentally social processes that take place as observable phenomena in real-time interaction and ultimately sustain the accountable processes of reaching and maintaining intersubjectivity (Kasper, 2009;Koschmann, 2011Koschmann, , 2013. This moment-to-moment coconstructed interactional work of second language (L2) users and their co-participants is brought to bear on long-term L2 learning in the wild as I explore and document the long-term repercussions of situated word searches through the lens of Conversation Analysis. Finally, the paper will discuss ways to use students' everyday interactions in L2 teaching (Eskildsen & Wagner, 2015b;Piirainen-Marsh & Lilja, 2018).

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“…Symbolisena välineenä käytetään esimerkiksi kieltä. Välittävät keinot voivat olla luonteeltaan sosiaalisia, jolloin toistuva ja tavoitteellinen osallistuminen yhteisön kulttuurisiin aktiviteetteihin johtaa ajattelun taitojen kehittymiseen myöhemmin yksilöllisellä tasolla (Lantolf & Thorne, 2006;Negueruela-Azarola, Garcia & Buescher, 2015;Thorne & Hellermann, 2015). Vygotskyn (1978) mukaan arjen vuorovaikutustilanteissa hankitut käsitteet luovat pohjan ymmärrykselle ja oppimiselle.…”

Section: Arkikokemukset Ymmärryksen Ja Osallistumisen Taustallaunclassified

"Saako mustan tussin?" Oppilaiden pyynnöt venäjänkielisessä CLIL-alkuopetuksessa

Kaunisto

2019

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Tässä artikkelissa tarkastellaan oppilaiden pyyntöjä venäjänkielisessä CLIL-alkuopetuksessa. Tutkimusaineisto koostuu kahden vuoden aikana videonauhoitetuista aidoista vuorovaikutustilanteista. Pyyntöjä tarkastellaan keskustelunanalyyttisesti vieruspareina, joissa etujäsen muodostuu yleensä oppilaan tuottamasta pyynnöstä ja jälkijäsen pyynnön hyväksymisestä tai hylkäämisestä. Sosiokulttuurisen ja tilanteisen oppimisen teorioiden pohjalta oletuksena on, että oppilaat sosiaalistuvat oman yhteisönsä toimintaan kahden alkuopetusvuoden aikana toimimalla yhdessä ja osallistumalla vuorovaikutuksessa opettajan ja vertaisoppijoiden kanssa. Jo ensimmäisen vuoden keväällä oppilaiden aloittamat pyynnöt muuttuvat lähes täysin venäjänkielisiksi johtuen todennäköisesti yhteisesti solmitun kielisopimuksen sisäistämisestä. Kielisopimuksella tarkoitetaan sitä, että oppilaiden edellytettiin ilmaisevan pyyntönsä kohdekielellä, venäjäksi (second language, L2). Kahden vuoden aikana oppilaat kehittyvät myös pyyntöjen rakenteellisessa muotoilemisessa käyttäen apunaan opettajan tarjoamia malleja ja rakennekehyksiä. Tutkimus osoittaa, että vuorovaikutustilanteissa voidaan omaksua sisällön ohessa myös kohdekielen rakenteita, sanastoa ja kielenkäyttöä sekä kielisopimuksen avulla ohjata oppilaiden toimijuutta kielen oppimisen näkökulmasta oikeaan suuntaan.

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Sociocultural Approaches to Expert–novice Relationships in Second Language Interaction

Cited by 14 publications

References 53 publications

Mobile Augmented Reality and Language‐Related Episodes

Mobile Augmented Reality and Language‐Related Episodes

‘We're Learning a Lot of New Words’: Encountering New L2 Vocabulary Outside of Class

"Saako mustan tussin?" Oppilaiden pyynnöt venäjänkielisessä CLIL-alkuopetuksessa

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