Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom.  

Oleh:

Doehler, Simona Pekarek ; Mondada, Lorenza

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 88 no. 4 (Dec. 2004), page 501-518.
Topik: Second Language Classroom; SLA; Task Accomplishment
Fulltext: Vol 88 no 4 pp.501-518.pdf (2.55MB)

Isi artikel

This article provides an empirically based perspective on the contribution of conversation analysis (CA) and sociocultural theory to our understanding of learners' second language (L2) practices within what we call a strong socio-interactionist perspective. It explores the in- teractive (re)configuration of tasks in French second language classrooms. Stressing that learning is situated in learners' social, and therefore profoundly interactional, practices, we investigate how tasks are not only accomplished but also collaboratively (re)organized by learners and teachers, leading to various configurations of classroom talk and structuring spe- cific opportunities for learning. The analysis of L2 classroom interactions at basic and ad- vanced levels shows how the teacher's instructions are reflexively redefined within courses of action and how thereby the learner's emerging language competence is related to other (interactional, institutional, sociocultural) competencies. Discussing the results in the light of recent analyses of the indexical and grounded dimensions of everyday and experimental tasks allows us to broaden our understanding of competence and situated cognition in lan- guage learning.

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