Difference between revisions of "Kurhila-Kotilainen2020"
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|Journal=Linguistics & Education | |Journal=Linguistics & Education | ||
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| − | |Pages=100807 | + | |Pages=eid: 100807 |
|URL=https://www.sciencedirect.com/science/article/pii/S0898589820300449 | |URL=https://www.sciencedirect.com/science/article/pii/S0898589820300449 | ||
| − | |DOI= | + | |DOI=10.1016/j.linged.2020.100807 |
|Abstract=Language learning that occurs outside the traditional classroom has become an important area of research. However, it is not self-evident how to combine the activities of the outside world with the pedagogical objectives and practices of (formal) language teaching. In this article, we approach this question by investigating data from a real-world digital language-learning environment, which merges language learning with cooking. Our research question concerns how participants initiate and construct language-learning sequences without being guided by a language teacher, and how they navigate between language learning and cooking activities. Using Conversation Analysis (CA), we demonstrate how learners transform their cooking environment into a language-learning session that is based on their own needs and interests. The key factors in the process include the material, semiotic and interactional resources offered by the cooking ecosystem, as well as the peer interaction as a means of knowledge-construction and interaction management. This analysis contributes to the current discussion on how different pedagogical contexts enhance student activity and self-regulation. | |Abstract=Language learning that occurs outside the traditional classroom has become an important area of research. However, it is not self-evident how to combine the activities of the outside world with the pedagogical objectives and practices of (formal) language teaching. In this article, we approach this question by investigating data from a real-world digital language-learning environment, which merges language learning with cooking. Our research question concerns how participants initiate and construct language-learning sequences without being guided by a language teacher, and how they navigate between language learning and cooking activities. Using Conversation Analysis (CA), we demonstrate how learners transform their cooking environment into a language-learning session that is based on their own needs and interests. The key factors in the process include the material, semiotic and interactional resources offered by the cooking ecosystem, as well as the peer interaction as a means of knowledge-construction and interaction management. This analysis contributes to the current discussion on how different pedagogical contexts enhance student activity and self-regulation. | ||
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Latest revision as of 09:31, 6 November 2020
| Kurhila-Kotilainen2020 | |
|---|---|
| BibType | ARTICLE |
| Key | Kurhila-Kotilainen2020 |
| Author(s) | Salla Kurhila, Lari Kotilainen |
| Title | Student-initiated language learning sequences in a real-world digital environment |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interaction, Language learning, Second language learning, Cooking, Pedagogy |
| Publisher | |
| Year | 2020 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics & Education |
| Volume | 56 |
| Number | |
| Pages | eid: 100807 |
| URL | Link |
| DOI | 10.1016/j.linged.2020.100807 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Language learning that occurs outside the traditional classroom has become an important area of research. However, it is not self-evident how to combine the activities of the outside world with the pedagogical objectives and practices of (formal) language teaching. In this article, we approach this question by investigating data from a real-world digital language-learning environment, which merges language learning with cooking. Our research question concerns how participants initiate and construct language-learning sequences without being guided by a language teacher, and how they navigate between language learning and cooking activities. Using Conversation Analysis (CA), we demonstrate how learners transform their cooking environment into a language-learning session that is based on their own needs and interests. The key factors in the process include the material, semiotic and interactional resources offered by the cooking ecosystem, as well as the peer interaction as a means of knowledge-construction and interaction management. This analysis contributes to the current discussion on how different pedagogical contexts enhance student activity and self-regulation.
Notes
