6. The Interactional Instinct in Primary- and Second-Language Acquisition

Lee, Namhee; Mikesell, Lisa; Joaquin, Anna Dina L.; Mates, Andrea W.; Schumann, John H.

doi:10.1093/acprof:oso/9780195384246.003.0007

Cited by 11 publications

(10 citation statements)

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“…The findings concerning challenges reveal that while participants encounter moderate to significant difficulties in ensuring the accuracy of ChatGPT responses and balancing its use with traditional teaching methods, their most vital concerns lie in the potential loss of human interaction and the challenges in monitoring and assessing ChatGPT's use. Language serves as a medium for human connection, with relationships between students and teachers being a central component of effective language learning (Lee et al, 2009;Farrell, 2015). The variability in responses, especially in the accuracy and monitoring, highlights participants' diverse experiences and perceptions in adapting AI tools in educational contexts.…”

Section: Discussionmentioning

confidence: 99%

Empowering Language Learners’ Critical Thinking: Evaluating ChatGPT’s Role in English Course Implementation

Avsheniuk,

Lutsenko,

Svyrydiuk

et al. 2024

Preprint

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This study investigates the influence of ChatGPT on critical thinking and English language learning within Ukrainian university English departments. Utilizing qualitative and quantitative methods, it involved 31 students and three language instructors in surveys and ChatGPT-assisted project-based activities. The significance of this study lies in its potential to guide the integration of AI tools in educational contexts, particularly in language learning. By examining the benefits and challenges of using ChatGPT, the study provides insights into how AI can support or hinder language learning and critical thinking. This is particularly relevant in the context of rapidly evolving educational technologies and the increasing use of AI in academic settings. In the spring semester of 2023, a research study was carried out involving students participating in a project-based activity using ChatGPT. The study comprised two main phases: initial survey, project completion, and evaluation. Quantitatively, it was found that 62% of students use ChatGPT weekly, underlining its role in their language studies. The results showed varied perspectives on its efficacy, especially in critical thinking, English skills development, and ethical considerations. Ethical and pedagogical issues were also significant, including concerns about the authenticity of AI responses, plagiarism risks, and AI dependency. Nevertheless, the potential advantages of ChatGPT, such as immediate language support and the promotion of learner independence, were acknowledged by students. The research concludes by recommending a careful integration of AI in language education.

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Section: Discussionmentioning

confidence: 99%

Empowering Language Learners’ Critical Thinking: Evaluating ChatGPT’s Role in English Course Implementation

Avsheniuk,

Lutsenko,

Svyrydiuk

et al. 2024

Preprint

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“…The constructions become stored in learners’ minds as ‘pragmatically driven means for organizing, construing, and experiencing their social worlds’ (Hall, 2019b, p. 81). Finally, constructions, once learned, do not remain static in learners’ minds but are continually changing as a consequence of factors ranging from individual attention, motivation, and other individual factors, to ‘competing pragmatic intentions, changing group affiliations, and society-wide forces’ (Hall, 2019b, p. 81; see also Lee et al, 2009; Douglas Fir Group, 2016). Thus, there is no end state to what is learned.…”

Section: Overview Of Usage-based Research On Languagementioning

confidence: 99%

“…Nonetheless, despite long held assumptions about the links between L2 teaching and L2 language development underpinning studies on the IRF, until recently there has been little empirical evidence linking the linguistic designs of teaching actions in the IRF and other instructional activities to L2 learners’ developing linguistic repertoires. This is changing, however, as research from fields such as child language development (e.g., Tomasello, 2003), psycholinguistics (e.g., MacWhinney, 2006, 2015), neurolinguistics (e.g., Lee, Mikesell, Joaquin, Mates, & Schumann, 2009) and different branches of functional and cognitive linguistics (e.g., Bybee, 2006; Goldberg, 2006; Larsen-Freeman & Cameron, 2008; Ellis, 2012) has provided robust findings on the usage-based foundations of language knowledge, and specifically on the consequential role of the input to which L2 learners are exposed to their language development.…”

Section: Introductionmentioning

confidence: 99%

L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda

Hall

2020

Lang. Teach.

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A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality of naturally-occurring classroom interactions and their consequential role in shaping learners’ linguistic repertoires (Ellis, 2016). These data are needed in order to understand how differences in L2 classroom interactional activities affect L2 learner language. This is the focus of the set of research tasks I lay out in this paper. After a brief overview of usage-based research on language and a summary of the methodological contributions of conversational analysis (CA) and interactional linguistics (IL) to such research, I will explicate a research agenda comprising five tasks for investigating the links between L2 classroom interaction and L2 learners’ developing linguistic repertoires. By making clear the interrelationships between teaching and learning, findings from the studies will offer new insights into L2 pedagogy and the key role that L2 teachers play in designing the linguistic environments of their learning contexts and shaping learners' linguistic repertoires.

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“…The evolution of language is often considered to be a consequence of our dependence on a complex social structure (Valsiner and Veer, 2000 ; Cheney and Seyfarth, 2007 ; Lee, 2009 ). However, without speech, apes use body language, gesturing, facial expressions and relatively crude vocalizations to successfully maintain a complex social organization (Lieberman, 1986 ; Byrne, 1995 ; McGrew, 2004 ; de Waal, 2006 ; Pollick and de Waal, 2007 ; Waal, 2007 ).…”

Section: The Origin Of Practicality: the Materials Mindmentioning

confidence: 99%

The Structural and Functional Organization of Cognition

Snow

2016

Front. Hum. Neurosci.

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This article proposes that what have been historically and contemporarily defined as different domains of human cognition are served by one of four functionally- and structurally-distinct areas of the prefrontal cortex (PFC). Their contributions to human intelligence are as follows: (a) BA9, enables our emotional intelligence, engaging the psychosocial domain; (b) BA47, enables our practical intelligence, engaging the material domain; (c) BA46 (or BA46-9/46), enables our abstract intelligence, engaging the hypothetical domain; and (d) BA10, enables our temporal intelligence, engaging in planning within any of the other three domains. Given their unique contribution to human cognition, it is proposed that these areas be called the, social (BA9), material (BA47), abstract (BA46-9/46) and temporal (BA10) mind. The evidence that BA47 participates strongly in verbal and gestural communication suggests that language evolved primarily as a consequence of the extreme selective pressure for practicality; an observation supported by the functional connectivity between BA47 and orbital areas that negatively reinforce lying. It is further proposed that the abstract mind (BA46-9/46) is the primary seat of metacognition charged with creating adaptive behavioral strategies by generating higher-order concepts (hypotheses) from lower-order concepts originating from the other three domains of cognition.

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6. The Interactional Instinct in Primary- and Second-Language Acquisition

Cited by 11 publications

References 0 publications

Empowering Language Learners’ Critical Thinking: Evaluating ChatGPT’s Role in English Course Implementation

Empowering Language Learners’ Critical Thinking: Evaluating ChatGPT’s Role in English Course Implementation

L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda

The Structural and Functional Organization of Cognition

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