Difference between revisions of "Mori-Hasegawa2009"
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|Author(s)=Junko Mori; Atsushi Hasegawa | |Author(s)=Junko Mori; Atsushi Hasegawa | ||
|Title=Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events | |Title=Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events | ||
| − | |Tag(s)=EMCA; Interactional Linguistics; Second language acquisition; Classroom; | + | |Tag(s)=EMCA; Interactional Linguistics; Second language acquisition; Classroom; |
|Key=Mori-Hasegawa2009 | |Key=Mori-Hasegawa2009 | ||
|Year=2009 | |Year=2009 | ||
| Line 10: | Line 10: | ||
|Number=1 | |Number=1 | ||
|Pages=65–94 | |Pages=65–94 | ||
| − | |Abstract=Encountering trouble producing a word in the midst of a turn at talk is an | + | |URL=http://www.degruyter.com/view/j/iral.2009.47.issue-1/iral.2009.004/iral.2009.004.xml |
| − | + | |DOI=10.1515/iral.2009.004 | |
| − | analysis (CA) as a central tool for analysis, the current study explores how | + | |Abstract=Encountering trouble producing a word in the midst of a turn at talk is an everyday experience for foreign language learners. By employing conversation analysis (CA) as a central tool for analysis, the current study explores how students undertake a range of word searches while they organize a pair work session designed for the purpose of language learning. The analysis demonstrates how the learners simultaneously employ structurally different kinds of semiotic resources, such as language, body, and the structures of their textbooks and notebooks for language learning. The close explication of the ways in which cognitive states are embodied, displayed, and treated by the two students during the word search sequences reveals how they conduct indigenous assessment of each other's knowledge while “doing being a foreign language learner in a classroom.” |
| − | students undertake a range of word searches while they organize a pair work | ||
| − | session designed for the purpose of language learning. The analysis | ||
| − | |||
| − | semiotic resources, such as language, body, and the structures of their | ||
| − | |||
| − | in which cognitive states are embodied, displayed, and treated by the two | ||
| − | |||
| − | assessment of each | ||
| − | learner in a classroom.” | ||
}} | }} | ||
Latest revision as of 04:24, 19 January 2016
| Mori-Hasegawa2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Mori-Hasegawa2009 |
| Author(s) | Junko Mori, Atsushi Hasegawa |
| Title | Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events |
| Editor(s) | |
| Tag(s) | EMCA, Interactional Linguistics, Second language acquisition, Classroom |
| Publisher | |
| Year | 2009 |
| Language | |
| City | |
| Month | |
| Journal | International Review of Applied Linguistics in Language Teaching |
| Volume | 47 |
| Number | 1 |
| Pages | 65–94 |
| URL | Link |
| DOI | 10.1515/iral.2009.004 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Encountering trouble producing a word in the midst of a turn at talk is an everyday experience for foreign language learners. By employing conversation analysis (CA) as a central tool for analysis, the current study explores how students undertake a range of word searches while they organize a pair work session designed for the purpose of language learning. The analysis demonstrates how the learners simultaneously employ structurally different kinds of semiotic resources, such as language, body, and the structures of their textbooks and notebooks for language learning. The close explication of the ways in which cognitive states are embodied, displayed, and treated by the two students during the word search sequences reveals how they conduct indigenous assessment of each other's knowledge while “doing being a foreign language learner in a classroom.”
Notes
