Download or read book The Construction and Negotiation of Meaning in Interaction written by Ulpiano José Losa Ballesteros and published by . This book was released on 2020 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Cambridge Handbook of Second Language Acquisition written by Julia Herschensohn and published by Cambridge University Press. This book was released on 2018-09-06 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction.
Download or read book Introduction to Instructed Second Language Acquisition written by Shawn Loewen and published by Routledge. This book was released on 2014-07-21 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.
Download or read book The Construction of Negotiated Meaning written by Linda Flower and published by SIU Press. This book was released on 1994 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Flowers describes how writers construct meaning and examines "negotiation" as an alternative to the metaphors of "reproduction" and "conversation" in describing the writing process. She supports her argument by reviewing an emerging body of social and cognitive research in the area. Annotation copyright by Book News, Inc., Portland, OR
Download or read book Second Language Acquisition and the Younger Learner written by Jenefer Philp and published by John Benjamins Publishing. This book was released on 2008-10-01 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children’s cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child’s play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.
Download or read book Web 2 0 Based E Learning Applying Social Informatics for Tertiary Teaching written by Lee, Mark J.W. and published by IGI Global. This book was released on 2010-07-31 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book deals with Web 2.0 and how social informatics are impacting higher education practice, pedagogical theory and innovations"--Provided by publisher.
Download or read book Contexts of Co Constructed Discourse written by Lori Czerwionka and published by Routledge. This book was released on 2021-07-27 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection showcases cutting-edge developments in co-construction in discourse. Drawing on the pioneering work of Dale A. Koike, the volume contributes new understandings of how speakers jointly negotiate meanings, contexts, identities, and social positions in interaction. The volume is organized around three key themes in co-construction—co-constructed discourse, pragmatics in discourse, and teaching and assessment of discourse—and builds on the introductory chapter that situates the discussion on context and co-construction as fundamental to understanding meaning-making in interaction. Drawing on interdisciplinary perspectives across strands of linguistics and education, chapters explore both the contextual elements that frame co-construction processes and the distinct dynamics between action and language use across a wide range of interactional contexts, including sports commentary, interviews, everyday conversation, classroom discourse, and digitally mediated settings. Taken together, the book highlights the impact of Koike’s contributions on existing research in pragmatics and discourse and exhibits the potential for her work to frame scholarship on emerging interactional contexts. This volume will be of particular interest to students and researchers in discourse studies, pragmatics, applied linguistics, second language studies, and language education, as well as those interested in interaction across diverse contexts.
Download or read book The Negotiation of Meaning written by and published by . This book was released on 1987 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper discusses the way children learn to talk and people learn to negotiate meaning and recommends ways in which adults should treat children's utterances to encourage them to communicate and learn in the process. The paper provides examples from a study of dialogues between children and their mothers to demonstrate that talking and learning occur simultaneously and spontaneously. The paper then compares home with classroom interaction in regard to such matters as frequency of utterances, initiation of conversations, complexity of sentences, and the likelihood of a child's having the meaning of an utterance extended by an adult. Finally, the paper explains the role of the transmission model of teaching in teacher-student communication problems and suggests ways for teachers to increase their understanding of how children learn and of what individuals already know and can do.
Download or read book Classroom Decision Making written by Michael P. Breen and published by Cambridge University Press. This book was released on 2000-03-23 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book describes the rationale for classroom negotiation and is accessible to practitioners.
Download or read book Troubled Talk written by Irit Kupferberg and published by Walter de Gruyter. This book was released on 2011-07-11 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: How is meaning constructed discursively by participants in problem discourse? To which discursive resources do they resort in order to accomplish their complicated tasks of problem presentation and negotiation of possible solutions? To what extent are these resources related to the interactional and meaningful construction of problems and solutions? Irit Kupferberg and David Green – a discourse analyst and a clinical psychologist – have explored naturally-occurring media, hotline, and cyber troubled discourse in a quest for answers. Inspired by a constructivist-interpretive theoretical framework grounded in linguistic anthropology, conversation analysis, narrative inquiry, and clinical psychology as well as their professional experience, the authors put forward three novel claims that are illustrated by 70 attention-holding examples. First, sufferers often present their troubles through detailed narrative discourse as well as succinct story-internal tropes such as metaphors and similes – discursive resources that constitute two interrelated versions of the troubled self. Particularly interesting are the intriguing figurative constructions produced in acute emotional states or at crucial discursive junctions. Second, such figurative constructions often 'lubricate' the interactive negotiation of solutions. Third, when the figurative and narrative resources of self-construction are employed in the public arena they are used and sometimes abused by the media representatives, depending on a plethora of contextual resources identified in this book.
Download or read book The Cambridge Handbook of Language Learning written by John W. Schwieter and published by Cambridge University Press. This book was released on 2021-10-07 with total page 831 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.
Download or read book Understanding Intercultural Communication written by Marie-Louise Brunner and published by Springer Nature. This book was released on 2022-01-04 with total page 413 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today, academics, business professionals and private persons alike need to communicate successfully and establish relationships with people from various cultures through digital means. These skills have now become essential in virtual environments. This book provides an in-depth analysis of how interlocutors negotiate meaning and identities in intercultural video-mediated communication as an important step to improving interactions on a global scale. It contributes to understanding the complex negotiation processes and strategies involved in communicating successfully and in establishing rapport in an intercultural and video-mediated context. Speakers in this English as a Lingua Franca setting act as accomplished conversationalists who efficiently employ various strategies to make themselves understood and to preempt interactional difficulties. At the same time, interlocutors (re)negotiate identities on various levels in the process of their interactions with conversation partners. Based on these insights, this book concludes with practical suggestions for educational and professional applications.
Download or read book Nature of L2 Negotiation and Co construction of Meaning in a Problem based Virtual Learning Environment written by Aurore Patricia Mroz and published by . This book was released on 2012 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adopting a Socio-Constructivist theoretical framework, this study investigated the French language discourse produced by a focal group of five intermediate learners of French while immersed in a virtual learning environment (VLE) and engaged in a problem-based activity. Adopting a mixed methods approach, this study analyzed both quantitative and qualitative data to examine the second language (L2) negotiation and co-construction of meaning process in this group's discourse; as well, it investigated these learners' emerging L2 critical thinking, problem solving, and technology literacy skills. Results indicated that the discourse produced by these students was significantly impacted by the problem-based activity itself, and characterized by a progressive trend towards higher levels of L2 critical thinking, with sustained episodes of negotiation and co-construction of meaning. Most notably, the discourse analysis indicated that it was during the consensus-building phase of the problem-based activity that most instances of higher level critical thinking occurred. Moreover, the 3-D representation of learners (as avatars) and space, as well as the immediacy of synchronous chat-based interactions in the VLE had a positive social, motivational, and linguistic impact on this process. These results lend support to the claim that VLEs, with an underlying problem-based and consensus-building component, provide optimal learning opportunities for learners to develop L2 critical thinking and problem solving abilities. Discussion is offered about the benefits of a mixed methods approach to research, as well as about the reliability and validity of Hull & Saxon's (2009) Interaction Analysis model for L2 discourse analysis. Implications for the L2 classroom as well as for future research on L2 negotiation of meaning are also provided.
Download or read book The Emergence of Mathematical Meaning written by Paul Cobb and published by Routledge. This book was released on 2012-12-06 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book grew out of a five-year collaboration between groups of American and German mathematics educators. The central issue addressed accounting for the messiness and complexity of mathematics learning and teaching as it occurs in classroom situations. The individual chapters are based on the view that psychological and sociological perspectives each tell half of a good story. To unify these concepts requires a combined approach that takes individual students' mathematical activity seriously while simultaneously seeing their activity as necessarily socially situated. Throughout their collaboration, the chapter authors shared a single set of video recordings and transcripts made in an American elementary classroom where instruction was generally compatible with recent reform recommendations. As a consequence, the book is much more than a compendium of loosely related papers. The combined approach taken by the authors draws on interactionism and ethnomethodology. Thus, it constitutes an alternative to Vygotskian and Soviet activity theory approaches. The specific topics discussed in individual chapters include small group collaboration and learning, the teacher's practice and growth, and language, discourse, and argumentation in the mathematics classroom. This collaborative effort is valuable to educators and psychologists interested in situated cognition and the relation between sociocultural processes and individual psychological processes.
Download or read book The Complexity of Identity and Interaction in Language Education written by Nathanael Rudolph and published by Multilingual Matters. This book was released on 2020-08-07 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.
Download or read book A Behavioral Theory of Labor Negotiations written by Richard E. Walton and published by Cornell University Press. This book was released on 1991 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, Walton and McKersie attempt to describe a comprehensive theory of labor negotiation. The authors abstract and analyze four sets of systems of activities which they believe account for much of the behavior found in labor negotiations. The first system of activities, termed "distributive bargaining," comprises competitive behaviors that are intended to influence the division of limited resources. The second system is made up of activities that increase the joint gain available to the negotiating parties, referred to as "integrative bargaining." They are problem-solving behaviors and other activities which identify, enlarge and act upon the common interests of the parties. The third system includes activities that influence the attitudes of the parties toward each other and affect the basic relationship bonds between the social units involved. This process is referred to as "attitudinal structuring." The fourth system of activities, which occurs as an integral aspect of the inter-party negotiations, comprises the behaviors of a negotiator that are meant to achieve consensus within one's own organizations. This fourth process is called "intra-organizational bargaining." Each sub process has its own set of instrumental acts or tactics. Therefore, each of the four model chapters is followed by a chapter on the tactics which implement the process. These chapters translate the model into tactical assignments and include an abundance of supporting illustrations from actual negotiations. This study should be of interest to several audiences, including students and teachers of industrial relations, social scientists interested in the general field of conflict resolution, as well as practitioners of collective bargaining and other individuals directly involved in international negotiations. The overall theoretical framework has been derived by a mixture of inductive and deductive reasoning. Extensive fieldwork and several dozen printed case studies have provided the bulk of the empirical data. In terms of meaning, the study has three touchstones: the field of collective bargaining; the field of conflict resolutions; and the underlying disciplines of economics, psychology, and sociology.
Download or read book Negotiation and Co construction of Learning Opportunities written by Yoshiyuki Hara and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This present study closely examines a particular type of institutionalized interactions for second language (L2) learning, namely one-on-one instructional sessions between instructors and learners of Japanese at an intensive summer study abroad program in Japan. During these sessions, both instructors and learners employ various form-focused practices to construct language learning opportunities by making language-related matters relevant to the interaction. Taking a socially-oriented approach that employs conversation analysis (CA) to examine L2 learning as a locally accomplished social activity, the current research explicates the process of constructing L2 learning opportunities. More specifically, it examines approximately 15 hours of video-recorded data and identifies three focal form-focused practices that participants use. The objective of the study is to explore: (a) what kind of learning opportunities are co-constructed through such focal practices, and (b) how the identified focal practices embody and are shaped by participants' interpretations of the institutional goals and purposes of the session. The analytical portion of my dissertation is comprised of three chapters, each of which focuses on a specific practice that the participants employ. The first analytical chapter focuses on instructor elicitations as a pedagogical practice and examines how the elicitation design affects the way in which the instructor solicits a targeted language form from the learner. The second analytical chapter investigates how instructors use epistemic status checks (ESCs) (Sert, 2013) to make learners' knowledge states about a particular linguistic item relevant to the interaction. The third analytical chapter examines cases in which learners utilize their verbal and non-verbal resources to embed a form-focused sequence, which I refer to as an embedded linguistic try, during a meaning-focused activity. Conducting a micro-analysis on these three practices in light of the institutional goals provided by the study abroad program, the current research demonstrates the reflexive relationship between the identified form-focused practices and the institutionality of the one-on-one sessions. This study further strives to contribute to the growing body of CA-SLA research (Kasper & Wagner, 2011) by reemphasizing the importance of considering the larger institutionalized context in order to better understand the social process through which learning opportunities are constructed.
