Student-initiated language learning sequences in a real-world digital environment

Kurhila, Salla; Kotilainen, Lari

doi:10.1016/j.linged.2020.100807

Cited by 12 publications

(5 citation statements)

References 44 publications

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“…2 This definition derives primarily from Ellis's chapter. 3 https://www.ncl.ac.uk/ecls/about-us/facilities/ilab-learn/ 4 https://europeandigitalkitchen.com/ 5 https://linguacuisine.com/ 6 https://enacteuropa.com/ 7 Detailed multimodal CA analyses of how participants utilise opportunities and display orientations to learning Finnish L2 in the technology-mediated, task-based setting described above have been published by Kurhila and Kotilainen (2017), Kurhila and Kotilainen (2020) and Kotilainen and Kurhila (2020). 8 https://enacteuropa.com/…”

Section: Discussionmentioning

confidence: 99%

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Transitioning from conversation analysis to mixed methods

Seedhouse

2022

Lang. Teach.

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This reflective piece tells the story of how I started out doing Conversation Analysis (CA) and have been transitioning into doing mixed methods for some years now. My basic argument is that language learning talk is too complex a phenomenon to analyse using a single methodology. Specifically, it is extremely difficult to isolate from the interaction concrete evidence of the learning of specific individual items in terms of change of cognitive state. This is owing to the singular complexity of language learning, which adds an extra level of complexity to language learning talk, hence supercomplexity. Of course, the counter-argument to this would be that CA as a methodology is designed to reveal the complexity and fluidity of spoken interaction. The complex organisation of ordinary conversation (Sacks et al., 1974) and of varieties of institutional interaction (Drew & Heritage, 1992) have been very well established for a very long time. CA has been extremely successful and popular as a methodology for the analysis of spoken interaction in a huge range of settings. There have been many CA studies of language learning talk over the last few decades, including my own. So why do I now feel that it cannot portray the full complexity of language learning talk on its own? There is an idiosyncratic problem with language learning talk, namely that it has an additional level of complexity superimposed on top of the regular problems of analysing spoken interaction. This is because language is the object as well as the vehicle of language learning talk.

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Section: Discussionmentioning

confidence: 99%

“… 7 Detailed multimodal CA analyses of how participants utilise opportunities and display orientations to learning Finnish L2 in the technology-mediated, task-based setting described above have been published by Kurhila and Kotilainen (2017), Kurhila and Kotilainen (2020) and Kotilainen and Kurhila (2020). …”

Section: Endnotesmentioning

confidence: 99%

Transitioning from conversation analysis to mixed methods

Seedhouse

2022

Lang. Teach.

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“…The study of language learning as embedded in interactions with others has opened up new possibilities for developing L2 instruction by designing materials for teaching interactional competence (Huth 2006, Huth & Taleghani-Nikazm 2006, Wong & Waring 2010Barraja-Rohan 2011, Wong 2011, Betz & Huth 2014, Kurhila & Kotilainen 2020. This means focusing on interactionally defined objects of learning such as openings and closings of telephone calls, requests and compliments as well as practices of turn-taking and active listenership.…”

Section: How Can Research-based Insights Be Applied In Designing Peda...mentioning

confidence: 99%

Learning to Act in the Social World

Piirainen–Marsh¹,

Lilja²

2022

The Routledge Handbook of Language Learning and Teaching Beyond the Classroom

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This chapter discusses how everyday interactions in second language speakers' daily life provide occasions for language learning and how language use experiences can be utilised in developing L2 pedagogy. It shows how the conversation analytical approach to language learning has reshaped understanding of objects of learning and the learning process.Empirical studied in this field illustrate how language learning materializes in contingent interaction in specific activities and their ecologies. We present examples of research-based pedagogical initiatives for supporting out-of-classroom learning and conclude by discussing future directions in the field.

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“…Our data originate from the European Union‐funded research and developmental project Learning Languages, Cultures and Cuisines in Digital Interactive Kitchens (LanCook; see Kurhila & Kotilainen, 2020; Preston et al., 2015; Seedhouse, 2017). The LanCook ‘kitchen’ contains a computer program and motion sensors.…”

Section: Datamentioning

confidence: 99%

Orientation to Language Learning Over Time: A Case Analysis on the Repertoire Addition of a Lexical Item

Kotilainen

Kurhila

2020

The Modern Language Journal

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This article explores language learning as the speakers’ microlongitudinal project in interaction. Using conversation analysis (CA) as a method, we present a single‐case analysis on how a change occurs in the linguistic repertoire of 2 learners of Finnish. We discuss the challenges that the temporal aspect in learning poses within CA, such as the difficulty in documenting a change on the one hand, and on the other hand, the risk of losing the emic perspective of the participants if they do not orient to the change. By illustrating a complete learning project, which begins when the participants encounter a need to use a certain (for them, unknown) word and ends when they use the word independently in interaction, we will demonstrate how a change in the linguistic repertoire of the participants occurs, as a result of their own actions and orientations, without compromising CA's emic perspective. It will be argued that the unique capacity of CA to recover the participants’ sense‐making practices in interaction gives us a lens to not only document change but also to understand its internal dynamics.

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Student-initiated language learning sequences in a real-world digital environment

Cited by 12 publications

References 44 publications

Transitioning from conversation analysis to mixed methods

Transitioning from conversation analysis to mixed methods

Learning to Act in the Social World

Orientation to Language Learning Over Time: A Case Analysis on the Repertoire Addition of a Lexical Item

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