Open AccessDOI
A sociocultural study of second language tasks : activity, agency, and language socialization
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This paper examined ESL students' academic discourse socialization through their undertaking of oral presentation tasks and found that the instructor, together with her assistant, provided their students with various kinds of help for their undertaking.Abstract:
In recent years, an increasing number of second language (L2) researchers have employed the concept of task as a unit of analysis (e.g., Crookes & Gass, 1993a, 1993b; Ellis, 2003; Skehan, 1998). However, most studies to date have focused primarily on L2 students doing narrowly defined tasks in classrooms or laboratory settings. How do L2 students work together in and out of class time and over an extended period of time to undertake their in-class academic tasks? How do they benefit from their previous experiences when performing related and similar activities? Informed by sociocultural perspectives (e.g., Duff, 2003; Lantolf, 2000; Ochs, 1988; Vygotsky, 1978; Wertsch, 1991), the present multiple-case study examined ESL students' group project work as a means to their becoming more fully competent knowers and speakers about academic content/culture. More specifically, the study examined ESL students' academic discourse socialization through their undertaking of oral presentation tasks. Participants included 80 Japanese undergraduate students enrolled in a twosemester content course at a Canadian university. Data were collected through classroom and non-classroom observations of project work, in-depth, semi-structured interviews, audio-journals kept by key students, and audioand video-recordings of their interactions. Eleven key students and their partners were observed as they participated in a variety of activities both inside and outside the classroom. Recorded interactions were analyzed using mainly the analytical tools of the ethnography of communication and linked with themes that emerged from the other data. Data analysis suggested that the instructor, together with her assistant, provided her students with various kinds of help for their undertaking of tasks. In particular, sheread more
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Journal ArticleDOI
Speech Genres and Other Late Essays
TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
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第二语言习得研究 = The study of second language acquisition
TL;DR: Second language acquisition research has been extensively studied in the literature as discussed by the authors, with a focus on second language acquisition in the context of English as a Second Language Learning (ESL) programs.
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Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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Qualitative Data Analysis: An Expanded Sourcebook
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The Presentation of Self in Everyday Life
TL;DR: For instance, in the case of an individual in the presence of others, it can be seen as a form of involuntary expressive behavior as discussed by the authors, where the individual will have to act so that he intentionally or unintentionally expresses himself, and the others will in turn have to be impressed in some way by him.
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Communities of Practice: Learning, Meaning, and Identity
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
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Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.