Second/Foreign Language Learning as a Social Accomplishment: Elaborations on a Reconceptualized SLA

Firth, Alan; Wagner, Johannes

doi:10.1111/j.1540-4781.2007.00670.x

Cited by 351 publications

(150 citation statements)

References 88 publications

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“…Firth and Wagner (1997) [8] once stated that language learning is a process accumulated by on-going social practice and social interaction. Lantolf and Throne (2007) [13] placed the importance on participating in a community which the target language is spoken when it comes to language learning.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Being recognized and identified in a group which the target language is spoken, learners engage in language learning and strive to reach their language competence. Firth & Wagner (1997) [8] asserted that, "Learning is an inseparable part of ongoing activities and therefore situated in social practice and social interaction." Moreover, Firth & Wagner also stated that, "We are concerned to uncover learning as a ubiquitous social activity, as an interactional phenomenon that transcends contexts while being context dependent, specifically in relation to encounters where an L2 is in use.…”

Section: Introductionmentioning

confidence: 99%

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How SNS Mediates EFL Adolescent Learners in Language Learning – From Learners' Perspectives

Chen¹

2016

IJSSH

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Abstract-Abundant studies have shown that incorporating SNSs (social networking site) brings positive effects on language teaching and learning and enhances learners' learning spirit, interactions as a whole.However, a large body of the research focused mainly on tertiary education. Adolescents' perspectives are often neglected. To fill the interstice, this mix-method research was conducted in 2012 to examine how a group on a SNS assists 9 EFL adolescent learners' English learning. The two research questions were as follows: 1) How does participation in a group on Facebook assist adolescent EFL learners in language learning? 2) How do adolescent EFL learners perceive the role of this group in language learning?Data of the study were collected from, 1) on-line questionnaires, 2) group interviews, and 3) SNS postings and responses. The results obtained from the questionnaires show that 56% of the participants consider the existence of this group beneficial and 89% of the participants hold positive perspectives toward this group. The data obtained from the group interviews show that the participants perceive this group as a social bond and the extension of the classroom. Implications of this study were also discussed at the end of the paper.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How SNS Mediates EFL Adolescent Learners in Language Learning – From Learners' Perspectives

Chen¹

2016

IJSSH

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“…19-28). In second language acquisition research, this view represents a social view of second/foreign language learning/acquisition, conceptualizing language learning in relation to interaction (Firth & Wagner, 2007;Lantolf & Thorne, 2006). In this respect there exists a body of research connecting CA and social SLA, often building on SCT (for a review, see Gardner, 2013, pp.…”

Section: Dialogism and Interactionmentioning

confidence: 99%

“What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction

Tůma

2015

Journal of Language and Cultural Education

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This article presents a micro-analysis of an EFL classroom episode in which the teacher and the pupils worked on the concepts "date" and "day" (and relatedly saying the date in English), which the learners had not fully internalized yet. Conversation analysis (CA) and concepts from sociocultural theory (SCT) are used in the analysis to reveal how the mutual understanding proceeded. It is argued that the presented dialogist perspective can cast light on the intricacies of the teaching and learning processes.Keywords classroom interaction, dialogism, conversation analysis, English as a foreign language, learning, teaching IntroductionThe shared activity and mutual influencing among learners and teachers constitutes a fundamental part of the teaching and learning processes. In this paper I offer a dialogist perspective on one episode from a corpus of video-recordings of expert EFL teachers' classes. The selected episode exemplifies, among other things, the process of reaching mutual understanding between the teacher and the pupils, and within this process, the role of display questions, pauses and non-verbal signals is discussed. This paper is structured as follows. First, I will briefly characterize dialogism as an epistemological and theoretical framework and conversation analysis (henceforth CA) as one of the possible approaches to researching classroom interaction in a dialogist manner. Then I outline the research on teacher questions in classroom interaction. In the following part I present a microanalysis of an episode from an expert English language teaching.

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“…Yolande explained that this exposure had provided her with the confidence she needed to sit for an international French proficiency exam known as the DELF. Firth and Wagner (2007) view adaptation to a new communicative context as an essential part of the learning process. This view is based on the Doolittle and Hicks (2003) constructivist interpretation that cognition should be envisioned as an adaptive process which results in making the learners more viable in a changing environment.…”

Section: Will Show Valérie My Work Then She Will Correct It She Wmentioning

confidence: 99%

Addressing Foreign Language Learning Anxiety with Facebook

Gabarre¹,

Gabarre²,

Din³

et al. 2016

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Learning a foreign language can be a daunting task which challenges students in several ways. Although students more readily identify anxiety as linked to speaking, all other language skills have been linked to Krashen's affective filters. The present study sought to address these filters, with an emphasis on anxiety, by incorporating Facebook on mobile phones in the language classroom. A grounded action research method was adopted for the implementation as it enabled the researchers to alter their intervention, and provided a means to systematically analyze the data. A Facebook page and group were introduced to one single cohort of students in their French as a foreign language class. During three semesters, data were collected through online observations and interviews. A three-level coding scheme adhering to Strauss and Corbin's grounded theory enabled the construction of models describing the implementation. Findings revealed that students positively evaluated the incorporation of Facebook in their language course. An assessment of reports linked to anxiety indicated a positive change over the course of the study. Besides reduced levels of anxiety, the use of Facebook was associated with increased self-confidence and motivation. The benefit of learning with friends in an online environment was connected to adaptive strategies leading to improved learning experiences. These findings are discussed in light of the use of a social networking site in a social constructivist perspective.

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Second/Foreign Language Learning as a Social Accomplishment: Elaborations on a Reconceptualized SLA

Cited by 351 publications

References 88 publications

How SNS Mediates EFL Adolescent Learners in Language Learning – From Learners' Perspectives

How SNS Mediates EFL Adolescent Learners in Language Learning – From Learners' Perspectives

“What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction

Addressing Foreign Language Learning Anxiety with Facebook

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