Towards an Ecology of Language Acquisition

Leather, Jonathan; Dam, Jet Van

doi:10.1007/978-94-017-0341-3_1

Cited by 36 publications

(34 citation statements)

References 43 publications

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“…Whether he succeeded in constructing a voice and social identity for himself in the new language we do not know. Numerous publications remind us of the fact that identities and differential perceptions of students are 'radically dependent on situation and function not so much as a priori inputs to interaction but more as outcomes of it' (O'Driscoll, 2001: 245; see also Leather & Van Dam, 2003;MartinJones & Heller, 1996;Rampton, 1995). From a language socialization perspective (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…One of the puzzles that faces analysts and practitioners alike is how cultural, social and interactional systems are interconnected in actual, situated, emerging discourses (cf. Leather & Van Dam, 2003;Van Lier, 2004). The emphasis on linear sequential features of talk has obscured the extent to which frames for the interpretation of events can be invalidated, partly overruled and re-embedded (with different implications) on a moment-by-moment basis.…”

Section: A Dynamic Discourse Approach To Classroom Interactionmentioning

confidence: 99%

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A dynamic discourse approach to classroom research

Bannink

Dam

2006

Linguistics and Education

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In this paper we propose a theoretical reassessment of the discourse-analytic tools that are used in classroom research and of the data that are addressed. To that end we present in-depth analyses of 1) an IRE structure in a first English (EFL) lesson in a Dutch secondary school; 2) episodes from Dutch as a second language classes in a school for refugee children; 3) two instructional units that were used as reflection data in a university teacher training course. All of these exhibit complex footing changes (Goffman, 1981) and instances of co-speaking, muttering, whispering, overhearing etc. that are largely unexplored in classroom research. Yet these phenomena co-construct the interactional matrix that organizes participation and learning in multiparty settings. To shed light on what happens in the structural niches of turns and at the fuzzy edges of speakingslots-in-progress we need a more dynamic and complex notion of context. Speaker/hearer roles may be embedded in or parasitic on each other along a continuum of official and informal or collusive stances. In our proposals to model emerging discourse complexity, subtle changes in register, bodily posture, tone of voice, rhythm and pitch are an integral part of what constitutes 'the data'.

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Section: Discussionmentioning

confidence: 99%

Section: A Dynamic Discourse Approach To Classroom Interactionmentioning

confidence: 99%

A dynamic discourse approach to classroom research

Bannink

Dam

2006

Linguistics and Education

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“…Booth and Moss and Theobald found that students answering ecology questions obtained lower marks than those who answered other questions in biology examinations, even when ecology was a specified part of the curriculum [3]. There is considerable controversy among teachers on how to introduce ecological questions to students and how to examine their knowledge and understanding of ecology.…”

Section: B Lack Of Experience In Evaluating Students Performance In mentioning

confidence: 99%

A Study of Constructing Ecological English Education

Sun¹

2016

Proceedings of the 2016 2nd International Conference on Social Science and Higher Education

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Abstract-Ecology of education is the study of the education from the perspective of ecology. The teaching of ecology seems to present difficulties for most biology and other school teachers. This paper analyzes some main reasons teachers face in teaching ecology. At the end of the study, the author tried to detect the corresponding suggestions to improve the ecologic classroom basing on the related ecologic theories.

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“…According to their foreign language classroom anxiety scale (FLCAS), business English learning anxiety is associated with communication apprehension (item 1,3,4,9,13,14,18,20,24,27,29,33), test anxiety(item 8,10,21), fear of negative evaluation (item 2,7,15,19,23,31), and general fear of BE classes (item 5,6,11,12,16,17,22,25,26,28,30,32 ) . BE, as one variety of ESP, has its special linguistic features.…”

Section: A Ecological Classroom Teaching Of Business English (Beect)mentioning

confidence: 99%

“…The ecological classroom teaching promotes students ' learning motivation (Leather & Dam, 2003), and conforms to the students ' individual needs and is agreeable with teachers and students (Guo Jianjing, 2013: 99-106). The ecologicalized teaching environment is a direction of the development of the foreign language teaching (Chen & Gu, 2008: 3-8).…”

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confidence: 99%

A Study of Business English (ESP) Learning Anxiety from the Perspective of Ecology

Chen¹

2016

Proceedings of the 2016 International Conference on Arts, Design and Contemporary Education

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Abstract-Business English (BE) language characteristics and many classroom teaching factors contribute to the anxiety of BE learning. The ecology can be put in use into BE teaching to make the ecological classroom. This research is taken to show relations between the ecological classroom teaching of BE (BEECT) and BE learning anxiety (BELA). The findings are as followed: (1) BEECT is in good order and students' BELA is to the intermediate degree; (2) BELA has the generally negative correlation to students' general English proficiency; (3) BEECT has the higher negative correlation to BELA, and they are significantly linearly dependent; (4) as to BELA, significant statistical differences exist between high score group and low score group in the classroom learning efficiency, the teacherstudent affective intercommunication, and student-student intercommunication. In order to lower BELA, BE teachers are suggested cultivating learners' academic English proficiency, strengthening learners' ambiguity tolerance, and using ecologically multimodal discourses.

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Towards an Ecology of Language Acquisition

Cited by 36 publications

References 43 publications

A dynamic discourse approach to classroom research

A dynamic discourse approach to classroom research

A Study of Constructing Ecological English Education

A Study of Business English (ESP) Learning Anxiety from the Perspective of Ecology

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