Difference between revisions of "Markee-Seo2009"
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|Author(s)=Numa Markee; Mi-Suk Seo; | |Author(s)=Numa Markee; Mi-Suk Seo; | ||
|Title=Learning talk analysis | |Title=Learning talk analysis | ||
| − | |Tag(s)=EMCA; Interactional Linguistics; Discursive Psychology; Second language acquisition; | + | |Tag(s)=EMCA; Interactional Linguistics; Discursive Psychology; Second language acquisition; |
|Key=Markee-Seo2009 | |Key=Markee-Seo2009 | ||
|Year=2009 | |Year=2009 | ||
| Line 10: | Line 10: | ||
|Number=1 | |Number=1 | ||
|Pages=37–63 | |Pages=37–63 | ||
| − | |Abstract=Since the beginning, second language acquisition (SLA) studies have been | + | |URL=http://www.degruyter.com/view/j/iral.2009.47.issue-1/iral.2009.003/iral.2009.003.xml |
| − | + | |DOI=10.1515/iral.2009.003 | |
| − | + | |Abstract=Since the beginning, second language acquisition (SLA) studies have been predominantly cognitive in their theoretical assumptions and programmatic agendas. This is still largely true today. In this paper, we set out our proposals for learning talk analysis (LTA). LTA synthesizes insights from linguistic philosophy, ethnomethodology, conversation analysis, discursive psychology, and the discourse hypothesis in SLA. LTA points to behavioral, process-oriented accounts of mind, cognition, affect, language, and language learning that are agnostic about a priori theoretical claims that such traditionally psychological constructs underlie SLA. Instead, LTA treats these constructs as observable, socially distributed interactional practices. While an ethnomethodological respecification of SLA studies is a key agenda item of LTA, LTA is also concerned to foster an on-going conversation with all SLA researchers. The paper defines LTA, discusses how the various intellectual traditions it invokes form a coherent whole, provides a sustained, empirical exemplification of how LTA works, and suggests possible areas for future collaboration between behavioral and cognitive SLA researchers. | |
| − | for learning talk analysis (LTA). LTA synthesizes insights from linguistic | ||
| − | |||
| − | the discourse hypothesis in SLA. LTA points to behavioral, process-oriented | ||
| − | accounts of mind, cognition, affect, language, and language learning that are | ||
| − | agnostic about a priori theoretical claims that such traditionally psychological | ||
| − | constructs underlie SLA. Instead, LTA treats these constructs as observable, | ||
| − | socially distributed interactional practices. While an ethnomethodological | ||
| − | |||
| − | to foster an on-going conversation with all SLA researchers. The paper | ||
| − | LTA, discusses how the various intellectual traditions it invokes form a | ||
| − | |||
| − | and suggests possible areas for future collaboration between behavioral and | ||
| − | cognitive SLA researchers. | ||
}} | }} | ||
Latest revision as of 11:21, 18 February 2016
| Markee-Seo2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Markee-Seo2009 |
| Author(s) | Numa Markee, Mi-Suk Seo |
| Title | Learning talk analysis |
| Editor(s) | |
| Tag(s) | EMCA, Interactional Linguistics, Discursive Psychology, Second language acquisition |
| Publisher | |
| Year | 2009 |
| Language | |
| City | |
| Month | |
| Journal | International Review of Applied Linguistics in Language Teaching |
| Volume | 47 |
| Number | 1 |
| Pages | 37–63 |
| URL | Link |
| DOI | 10.1515/iral.2009.003 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Since the beginning, second language acquisition (SLA) studies have been predominantly cognitive in their theoretical assumptions and programmatic agendas. This is still largely true today. In this paper, we set out our proposals for learning talk analysis (LTA). LTA synthesizes insights from linguistic philosophy, ethnomethodology, conversation analysis, discursive psychology, and the discourse hypothesis in SLA. LTA points to behavioral, process-oriented accounts of mind, cognition, affect, language, and language learning that are agnostic about a priori theoretical claims that such traditionally psychological constructs underlie SLA. Instead, LTA treats these constructs as observable, socially distributed interactional practices. While an ethnomethodological respecification of SLA studies is a key agenda item of LTA, LTA is also concerned to foster an on-going conversation with all SLA researchers. The paper defines LTA, discusses how the various intellectual traditions it invokes form a coherent whole, provides a sustained, empirical exemplification of how LTA works, and suggests possible areas for future collaboration between behavioral and cognitive SLA researchers.
Notes
