The Contributions of Conversation Analysis and Interactional Linguistics to a Usage‐Based Understanding of Language: Expanding the Transdisciplinary Framework

Hall, Joan Kelly

doi:10.1111/modl.12535

Cited by 73 publications

(77 citation statements)

References 108 publications

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“…This definition emphasizes language as a practice rather than a system (“social and linguistic action”), it recognizes unpredictability as a feature of all human communication (“minimal common ground”), and it underscores that meaning‐making is not just a matter of language signs but of complex multimodal semiotic resources (“maximal semiotic demands”). The contributions in the present special issue further the commitment to nonessentialist views of language, particularly Hall's (, this issue) articulation of language as jointly constructed actions and courses of action. And indeed, the nonessentialist position has long been espoused by a minority of SLA researchers, including Larsen–Freeman (, , , this issue), Hall (, this issue; Hall, Cheng, & Carlson, ), and Thorne and Lantolf ().…”

Section: Linguistic Insecurity and The Need For Nonessentialist Viewsmentioning

confidence: 61%

SLA and the Study of Equitable Multilingualism

Ortega

2019

The Modern Language Journal

211

131

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The Douglas Fir Group (2016) sought to articulate a transdisciplinary agenda for SLA but said little about multilingualism specifically. Moreover, many multilinguals are under siege in a worrisome world where threats to human difference have risen to the mainstream in the aftermath of Brexit and the 2016 U.S. presidential election. I argue that considering multilingualism as the central object of inquiry and embracing social justice as an explicit disciplinary goal are two moves necessary to provide sustainable support for the kind of transdisciplinary SLA that the Douglas Fir Group (2016) envisioned. I examine some missing pieces of the puzzle of transdisciplinary transformation that may make it possible for SLA researchers, and particularly those who investigate linguistic–cognitive dimensions of language learning, to contribute knowledge about the human capacity for language while supporting equitable multilingualism for all.

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Section: Linguistic Insecurity and The Need For Nonessentialist Viewsmentioning

confidence: 61%

SLA and the Study of Equitable Multilingualism

Ortega

2019

The Modern Language Journal

211

131

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“…One theory Ortega identifies as “strongly cognitive” is the usage‐based approach, which has been widely endorsed as an antidote to cognitivist SLA (e.g., Cadierno & Eskildsen, ; Douglas Fir Group, ; Hall, ). For an opposing view, see Atkinson ().…”

mentioning

confidence: 99%

Beyond the Brain: Intercorporeality and Co‐Operative Action for SLA Studies

Atkinson

2019

The Modern Language Journal

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It is widely assumed that the cognitivist era is over in Second Language Acquisition (SLA) studies. This critical review essay (a) questions this assumption, (b) presents alternative views from beyond the field to help it move in a noncognitivist direction, and (c) discusses prospects for a noncognitivist future in SLA studies. I begin by briefly reviewing the history of cognitivism, by which I mean a mind/brain‐centric view of human existence and behavior. I then argue that SLA studies remain under cognitivist influence. Next, I review 2 recent books that offer strong theoretical and empirical bases for studying the embodied, affective, social, and ecological nature of human action, including learning and teaching. The first book, Meyer, Streeck, and Jordan's (2017) co‐edited Intercorporeality, explores the consequences of being a body in a world of other such bodies, versus the cognitivist vision of disembodied mind/brain. The second book, Goodwin's (2018a) Co‐operative Action, develops and empirically illustrates a theory of social action wherein heterogeneous, multimodal cultural tools and practices including language combine, accumulate, and transform in moment‐to‐moment use. Both books view human existence and action as fundamentally “ecosocial”—embodied, affective, and adaptive to human and nonhuman environments—yet they differ markedly in content and implications. Goodwin's painstaking empirical analyses, for instance, including of teaching and learning, show co‐operative action unfolding in real time. I conclude by discussing current developments in SLA studies that point toward a noncognitive future for the field.

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“…The specification of the interactional infrastructure has formed the research program of CA. (Hall, , p. 82)…”

Section: Evidence For Natural Pedagogymentioning

confidence: 99%

Natural Pedagogy in Second Language Learning and Teaching

Atkinson

Shvidko

2019

TESOL Quarterly

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This article introduces the concept of natural pedagogy (NP) as a tool for envisioning and enacting second language learning and teaching. Currently popular in the social and cognitive sciences, NP theory holds that much adaptive human behavior is too complex and nontransparent to learn via observation, imitation, and trial‐and‐error alone: Something extra is needed. NP employs humans’ remarkable “hyperprosocial” capacities/tools for interaction (e.g., gesture, gaze, facial expression, body movement, language) to effect teaching‐based learning. NP’s appearance in the hominin lineage likely predated humans; it is probably therefore the original form of teaching‐based learning. A much more recent invention—the classroom—is often portrayed as separated from the rest of the world in order to enable teaching‐based learning. Yet the interactional tools of NP occur pervasively in classrooms as well, making classrooms in this sense substantially continuous with the rest of the world. In both cases, according to the argument developed here, our evolved communicative toolkit underlies teaching‐based learning. This article is primarily conceptual in nature, representing a new departure in the TESOL field.

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The Contributions of Conversation Analysis and Interactional Linguistics to a Usage‐Based Understanding of Language: Expanding the Transdisciplinary Framework

Cited by 73 publications

References 108 publications

SLA and the Study of Equitable Multilingualism

SLA and the Study of Equitable Multilingualism

Beyond the Brain: Intercorporeality and Co‐Operative Action for SLA Studies

Natural Pedagogy in Second Language Learning and Teaching

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