Difference between revisions of "Lefebvre2020"
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|Author(s)=Augustin Lefebvre; | |Author(s)=Augustin Lefebvre; | ||
|Title=The Anatomy of Learning a Foreign Language in Classroom with a Textbook: An Interactional and Multimodal Approach | |Title=The Anatomy of Learning a Foreign Language in Classroom with a Textbook: An Interactional and Multimodal Approach | ||
| − | |Editor(s)=Bagga-Gupta | + | |Editor(s)=Sangeeta Bagga-Gupta; Anne Golden; Lars Holm; Helle Pia Laursen; Anne Pitkänen-Huhta |
|Tag(s)=EMCA; Ethnomethodology; L2 learning; French; Japanese; Classroom interaction; Multimodality; Writing; Reading | |Tag(s)=EMCA; Ethnomethodology; L2 learning; French; Japanese; Classroom interaction; Multimodality; Writing; Reading | ||
|Key=Lefebvre2020 | |Key=Lefebvre2020 | ||
| + | |Publisher=Springer | ||
|Year=2020 | |Year=2020 | ||
|Language=English | |Language=English | ||
| + | |Address=Cham | ||
|Booktitle=Reconceptualizing Connections between Language, Literacy and Learning | |Booktitle=Reconceptualizing Connections between Language, Literacy and Learning | ||
| − | |Pages= | + | |Pages=55–82 |
|URL=https://link.springer.com/chapter/10.1007/978-3-030-26994-4_4 | |URL=https://link.springer.com/chapter/10.1007/978-3-030-26994-4_4 | ||
| − | |DOI= | + | |DOI=10.1007/978-3-030-26994-4_4 |
|Abstract=From the perspective of an ethnomethodological (Garfinkel H, Studies in ethnomethodology. Polity Press, Prentice-Hall, 1967) approach of learning (Nishizaka A, Res Lang Soc Interact 39:119–154, 2006; Berducci D, Pragmat Cogn 19:476–506, 2011) and of a conversation analytic and multimodal approach of writing (Mondada L, Svinhufvud K, Language and Dialog 6:1–53, 2016), this chapter proposes to reconceptualise the connections between language, learning and literacy by examining their temporal and multimodal dimensions in social interaction. I focus on the case of the interactional processes through which a teacher and students teach and learn a foreign language with a textbook. Examination of the interactional processes specific to foreign language learning in the classroom presents two heuristic interests: (1) to show that within social interaction, practices such as talking, listening, reading and writing, are not strictly separated but are embedded within a single course of action. (2) observation of how participants articulate these practices within their interaction reflexively indicates how they organize the teaching/learning of a foreign language in an institutional setting. | |Abstract=From the perspective of an ethnomethodological (Garfinkel H, Studies in ethnomethodology. Polity Press, Prentice-Hall, 1967) approach of learning (Nishizaka A, Res Lang Soc Interact 39:119–154, 2006; Berducci D, Pragmat Cogn 19:476–506, 2011) and of a conversation analytic and multimodal approach of writing (Mondada L, Svinhufvud K, Language and Dialog 6:1–53, 2016), this chapter proposes to reconceptualise the connections between language, learning and literacy by examining their temporal and multimodal dimensions in social interaction. I focus on the case of the interactional processes through which a teacher and students teach and learn a foreign language with a textbook. Examination of the interactional processes specific to foreign language learning in the classroom presents two heuristic interests: (1) to show that within social interaction, practices such as talking, listening, reading and writing, are not strictly separated but are embedded within a single course of action. (2) observation of how participants articulate these practices within their interaction reflexively indicates how they organize the teaching/learning of a foreign language in an institutional setting. | ||
}} | }} | ||
Latest revision as of 23:05, 24 February 2020
| Lefebvre2020 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Lefebvre2020 |
| Author(s) | Augustin Lefebvre |
| Title | The Anatomy of Learning a Foreign Language in Classroom with a Textbook: An Interactional and Multimodal Approach |
| Editor(s) | Sangeeta Bagga-Gupta, Anne Golden, Lars Holm, Helle Pia Laursen, Anne Pitkänen-Huhta |
| Tag(s) | EMCA, Ethnomethodology, L2 learning, French, Japanese, Classroom interaction, Multimodality, Writing, Reading |
| Publisher | Springer |
| Year | 2020 |
| Language | English |
| City | Cham |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 55–82 |
| URL | Link |
| DOI | 10.1007/978-3-030-26994-4_4 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Reconceptualizing Connections between Language, Literacy and Learning |
| Chapter | |
Abstract
From the perspective of an ethnomethodological (Garfinkel H, Studies in ethnomethodology. Polity Press, Prentice-Hall, 1967) approach of learning (Nishizaka A, Res Lang Soc Interact 39:119–154, 2006; Berducci D, Pragmat Cogn 19:476–506, 2011) and of a conversation analytic and multimodal approach of writing (Mondada L, Svinhufvud K, Language and Dialog 6:1–53, 2016), this chapter proposes to reconceptualise the connections between language, learning and literacy by examining their temporal and multimodal dimensions in social interaction. I focus on the case of the interactional processes through which a teacher and students teach and learn a foreign language with a textbook. Examination of the interactional processes specific to foreign language learning in the classroom presents two heuristic interests: (1) to show that within social interaction, practices such as talking, listening, reading and writing, are not strictly separated but are embedded within a single course of action. (2) observation of how participants articulate these practices within their interaction reflexively indicates how they organize the teaching/learning of a foreign language in an institutional setting.
Notes
