scholarly journals Identity and naturally occurring interaction: An interview with Elizabeth Stokoe

2010 ◽  
Vol 34 (3) ◽  
pp. 15
Author(s):  
Keiko Ikeda
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Language Learning ◽  
Conversation Analysis ◽  
Foreign Language Learning ◽  
Membership Categorization Analysis ◽  
Learning Contexts ◽  
Naturally Occurring ◽  
Membership Categorization ◽  
Per Se

Dr. Elizabeth Stokoe is one of Europe’s foremost authorities on identity-in-interaction. Although her work does not focus on foreign language learning contexts per se, many scholars and students of identity in Japan are familiar with her 2006 book Discourse and Identity, co-authored with Dr. Bethan Benwell, and her qualitative yet strongly empirical approach to documenting identity-in-interaction through Conversation Analysis (CA) and Membership Categorization Analysis (MCA). Dr. Stokoe is Professor of Social Interaction in the Department of Social Sciences, Loughborough University. She was interviewed by Keiko Ikeda

language teaching

2005 ◽  
Vol 38 (4) ◽  
pp. i-i
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Conversation Analysis ◽  
Classroom Interaction ◽  
Research Methodologies ◽  
Complex Issue ◽  
Learning And Teaching ◽  
Naturally Occurring ◽  
Proficiency Assessment ◽  
Spoken Interaction

The analysis of naturally-occurring spoken interaction is an area which has attracted growing interest over the last few years. In this issue, Paul Seedhouse reviews Conversation Analysis (CA) and its application to areas of language learning and teaching, including teaching languages for specific purposes, materials design, classroom interaction and proficiency assessment. The author then examines the complex issue of what CA can contribute to the study of ‘learning’ and discusses the contribution of CA as a tool in existing social sciences research methodologies.

Second or Foreign Language Learning With Augmented Reality

2018 ◽  
pp. 193-221 ◽  
Author(s):  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Technology Use ◽  
Foreign Language Learning ◽  
Theoretical Framework ◽  
Learning Contexts ◽  
Impact Of Technology ◽  
The Impact

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

scholarly journals A REVIEW OF CONTRASTIVE ANALYSIS HYPOTHESIS WITH A PHONOLOGICAL AND SYNTACTICAL VIEW: A CROSS-LINGUISTIC STUDY

2017 ◽  
Vol 10 ◽  
pp. 32-41
Author(s):  
Islam Namazian Dost ◽  
Ghassem Bohloulzadeh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Contrastive Analysis ◽  
Linguistic Study ◽  
Learning Contexts ◽  
L2 Learners ◽  
Actual Learning ◽  
Shed Light

Although contrastive analysis has often been questioned for its inadequacy to predict the transfer errors that learners will make in actual learning contexts it cannot be easily denied that “such interference does exist and can explain difficulties” (Brown, 1994, p. 200), especially in the phonological aspects of second/foreign language learning. In this line, the present research is trying to shed light on the concept of contrastive analysis hypothesis by focusing on the background and origins of the concept, then the procedures and its different versions. Also, the current study will discuss the differences and similarities exist in the phonology and syntax of two languages, namely Persian and English in order to be able to find the areas of possible difficulty for L2 learners of English.

scholarly journals PRAGMATICS: WHY USE AUDIOVISUAL INPUT IN SECOND AND FOREIGN LANGUAGE LEARNING CONTEXTS?

2020 ◽  
Vol 4 (3) ◽  
pp. 161-178
Author(s):  
Manuel Rodríguez Peñarroja
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Learning Contexts ◽  
Input Source ◽  
Static Images

The teaching and acquisition of pragmatics in second and foreign language learning contexts has been traditionally reduced to coursebooks’ decontextualized dialogue samples and static images with almost no effects on learners’ communicative competence. This paper outlines rationale on the teaching of pragmatics since it has become of essential importance as specified in different language proficiency paradigms i.e. the CEFR. Thus, attention is centered on the use of audiovisual materials as a rich input source used for that aim. With this in mind, a review of studies appraising for the validity of language used in audiovisual genres is provided. In addition, an overview of its applicability and effects as a part of the general education curricula and in second and foreign language instruction is presented. Results from the studies reviewed reported overall advantageous outcomes when using this type of input for different instructional aims and more specifically with pragmatics’ acquisition purposes.

scholarly journals ‘I’m calling in regard to my son’: Entitlement, obligation, and opportunity to seek help for others

2021 ◽  
Author(s):  
Emma Tennent
Keyword(s):  
Conversation Analysis ◽  
Social Relations ◽  
Help Seeking ◽  
Discursive Psychology ◽  
Membership Categorization Analysis ◽  
High Stakes ◽  
Naturally Occurring ◽  
Membership Categorization ◽  
Seeking Help ◽  
Emic Perspective

© 2020 The British Psychological Society From mundane acts like lending a hand to high-stakes incidents like calling an ambulance, help is a ubiquitous part of the human experience. Social relations shape who we help and how. This paper presents a discursive psychology study of an understudied form of help – seeking help for others. Drawing on a corpus of recorded calls to a victim support helpline, I analysed how social relations were demonstrably relevant when callers sought help for others. I used membership categorization analysis and sequential conversation analysis to document how participants used categories to build and interpret requests for help on behalf of others. Categorical relationships between help-seekers, help-recipients, and potential help-providers were consequential in determining whether callers’ requests were justified and if help could be provided. The findings show that different categorical relationships configured seeking help for others as a matter of entitlement, obligation, or opportunity. Analysing the categories participants use in naturally occurring social interaction provides an emic perspective on seeking help for others. This kind of help-seeking offers a fruitful area for discursive psychology to develop new conceptualizations of help and social relations.

scholarly journals Social Networking Services as Informal Contexts for Foreign Language Learning

EL LE ◽  
2021 ◽  
Author(s):  
Simone Torsani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Informal Learning ◽  
Language Learners ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Social Aspect ◽  
Social Networking Services ◽  
Learning Contexts ◽  
The Social

This article focuses on online informal learning contexts, namely social networks to which learners may resort for their linguistic needs. The distinguishing feature of such platforms is that content is neither provided by an educational institution, nor is it necessarily presented in a formal fashion. While research has extensively focused on the connection between technology and autonomy, the social aspect behind 2.0 tools has been partly neglected. Therefore, we argue that learner training, i.e. preparing language learners for autonomous language study through technology, should be partly rethought and include such skills as communicating in didactic interactions and evaluating information.

Sign in / Sign up

Export Citation Format

Share Document