Difference between revisions of "Kim2017a"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Younhee Kim |Title=‘What is Stoyr-Steruh Type?’: Knowledge Asymmetry, Intersubjectivity, and Learning Opportunities in Conversation-...")
 
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|Author(s)=Younhee Kim
 
|Author(s)=Younhee Kim
 
|Title=‘What is Stoyr-Steruh Type?’: Knowledge Asymmetry, Intersubjectivity, and Learning Opportunities in Conversation-for-Learning
 
|Title=‘What is Stoyr-Steruh Type?’: Knowledge Asymmetry, Intersubjectivity, and Learning Opportunities in Conversation-for-Learning
|Tag(s)=EMCA; Epistemic asymmetry; Language Learning; In Press;
+
|Tag(s)=EMCA; Epistemic asymmetry; Language Learning
 
|Key=Kim2017a
 
|Key=Kim2017a
 
|Year=2017
 
|Year=2017
 
|Language=English
 
|Language=English
 
|Journal=Applied Linguistics
 
|Journal=Applied Linguistics
 +
|Volume=40
 +
|Number=2
 +
|Pages=307-328
 
|URL=https://academic.oup.com/applij/article/doi/10.1093/applin/amx029/4259224/What-is-Stoyr-Steruh-Type-Knowledge-Asymmetry
 
|URL=https://academic.oup.com/applij/article/doi/10.1093/applin/amx029/4259224/What-is-Stoyr-Steruh-Type-Knowledge-Asymmetry
 
|DOI=https://doi.org/10.1093/applin/amx029
 
|DOI=https://doi.org/10.1093/applin/amx029
 
|Abstract=Conversation-for-learning (Kasper and Kim 2015) is a pedagogical arrangement set up with a view to maximizing the potential benefit of interaction for language learning. As participants for conversation-for-learning are recruited for their relative expertise in the target languages, the talk is often characterized by asymmetries in knowledge and language expertise. Based on sequential analysis of how the knowledge asymmetries are brought to the fore of interaction and how they are subsequently dealt with, the current study illustrates how learning opportunities are generated in conversation-for-learning, that is, by collaborative achievement of definition sequences (Markee 1994). Interaction provides an observable space where interactional practices deployed by the participants to achieve and maintain intersubjectivity can be observed and appropriated. The study contributes to our understanding of language learning as a social practice as it shows that the methods and devices that underlie and enable human sociality constitute the cornerstones of what makes language learning happen in interaction.
 
|Abstract=Conversation-for-learning (Kasper and Kim 2015) is a pedagogical arrangement set up with a view to maximizing the potential benefit of interaction for language learning. As participants for conversation-for-learning are recruited for their relative expertise in the target languages, the talk is often characterized by asymmetries in knowledge and language expertise. Based on sequential analysis of how the knowledge asymmetries are brought to the fore of interaction and how they are subsequently dealt with, the current study illustrates how learning opportunities are generated in conversation-for-learning, that is, by collaborative achievement of definition sequences (Markee 1994). Interaction provides an observable space where interactional practices deployed by the participants to achieve and maintain intersubjectivity can be observed and appropriated. The study contributes to our understanding of language learning as a social practice as it shows that the methods and devices that underlie and enable human sociality constitute the cornerstones of what makes language learning happen in interaction.
 
 
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Latest revision as of 05:00, 7 June 2019

Kim2017a
BibType ARTICLE
Key Kim2017a
Author(s) Younhee Kim
Title ‘What is Stoyr-Steruh Type?’: Knowledge Asymmetry, Intersubjectivity, and Learning Opportunities in Conversation-for-Learning
Editor(s)
Tag(s) EMCA, Epistemic asymmetry, Language Learning
Publisher
Year 2017
Language English
City
Month
Journal Applied Linguistics
Volume 40
Number 2
Pages 307-328
URL Link
DOI https://doi.org/10.1093/applin/amx029
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Conversation-for-learning (Kasper and Kim 2015) is a pedagogical arrangement set up with a view to maximizing the potential benefit of interaction for language learning. As participants for conversation-for-learning are recruited for their relative expertise in the target languages, the talk is often characterized by asymmetries in knowledge and language expertise. Based on sequential analysis of how the knowledge asymmetries are brought to the fore of interaction and how they are subsequently dealt with, the current study illustrates how learning opportunities are generated in conversation-for-learning, that is, by collaborative achievement of definition sequences (Markee 1994). Interaction provides an observable space where interactional practices deployed by the participants to achieve and maintain intersubjectivity can be observed and appropriated. The study contributes to our understanding of language learning as a social practice as it shows that the methods and devices that underlie and enable human sociality constitute the cornerstones of what makes language learning happen in interaction.

Notes