Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue
Modern Language Journal,
Год журнала:
2023,
Номер
107(S1), С. 3 - 23
Опубликована: Янв. 1, 2023
Abstract
In
this
introduction
to
the
special
issue,
we
first
present
a
brief
historical
overview
of
sociocultural
theory
(SCT)
as
it
has
been
extended
process
second
language
(L2)
development
and
instruction,
beginning
with
two
significant
publications
that
appeared
in
1994.
early
years,
was
used
lens
understand
various
aspects
learning
instruction.
Eventually,
came
be
means
promoting
processes
investigates.
As
explain
article,
shift
research
orientation
reflects
Vygotsky's
commitment
unity
practice.
We
then
address
problem
associated
term
“sociocultural,”
which
since
inception
L2
informed
by
theory.
This
is
followed
presentation
four
central
principles
theory,
contextualized
within
discussion
dialectics,
foundational
methodological
approach
adopted
Vygotsky
formulating
higher
psychological
functioning.
The
each
relate
through
naturally
endowed
instincts
govern
mental
emotional
behavior
from
birth
are
restructured
they
interact
culturally
developed
forms
mediation,
including—most
importantly—language.
Next,
an
issue
includes
important
concepts
brought
bear
instructed
development.
These
include
distinction
between
everyday
scientific
concept‐based
instruction;
zone
proximal
dynamic
assessment;
languaging,
or
use
speaking
writing
developmental
process;
perezhivanie
,
dialectical
emotion
cognition
related
development;
obuchenie
instruction–development
dialectic.
concepts,
along
theoretical
principles,
employed
ways
seven
articles
included
issue.
representative
innovative
SCT‐L2
currently
under
way
East
Asia,
region
world
only
recently
attracted
While
reported
on
emerges
particular
area,
implications
for
other
instructional
contexts
itself
significant.
Язык: Английский
Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging
Modern Language Journal,
Год журнала:
2023,
Номер
107(S1), С. 24 - 45
Опубликована: Янв. 1, 2023
Abstract
Concept‐based
language
instruction
(C‐BLI)
is
a
pedagogy
guided
by
sociocultural
theory,
which
has
been
shown
to
be
effective
in
facilitating
second
learning.
Typical
activities
include
materialization
using
schema
for
complete
orienting
basis
of
an
action
(SCOBA)
and
languaging,
through
learners’
internalization
scientific
knowledge
can
observed.
However,
previous
studies
have
mainly
used
languaging
as
assessment
tool
examine
the
outcome
concepts.
Few
integrated
SCOBAs
(visual)
(oral
or
written)
their
investigation
process.
This
5‐week
study
involved
53
Chinese
English‐as‐a‐foreign‐language
learners
university
who
were
all
taught
with
C‐BLI
approach
learn
English
modal
verbs.
Among
them,
there
26
lower
proficiency
students
27
higher
students.
Visual,
oral,
written
data
collected
participants’
verb
All
participated
SCOBA
drawing
written‐languaging
tasks.
Twelve
(6
per
group)
volunteered
participate
oral
languaging.
The
results
showed
that
activity,
level
produced
more
abstract,
systematic,
imitated
visualizations
concepts,
while
concrete,
disconnected,
emulated
visualizations.
With
regard
both
groups
largely
abandoned
previously
learned
“rule
thumb”
after
intervention,
no
obvious
differences
oral‐languaging
performance
between
two
groups,
except
group
units.
Finally,
we
also
found
changes
pre‐
post‐written‐languaging
tasks
obvious,
especially
appropriation
Язык: Английский
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
Assessing Writing,
Год журнала:
2023,
Номер
58, С. 100786 - 100786
Опубликована: Сен. 26, 2023
Research
on
corrective
feedback
(CF)
has
developed
from
its
original
focus
identifying
which
type
of
CF
is
most
effective
for
developing
L2
language
learners'
grammatical
accuracy
to
focusing
how
learners
use
CF.
Underpinning
this
the
assumption
that
know
what
do
with
when
they
receive
it.
The
concept
"feedback
literacy"
challenges
assumption.
Carless
and
Boud
(2018),
define
literacy
as
"the
understandings,
capacities
dispositions
needed
make
sense
information
it
enhance
work
or
learning
strategies"
(p.
1316).
Our
intention
in
paper
reflect
manner
theoretical
empirical
can
contribute
advancing
written
(WCF)
research
agendas.
Central
our
proposal
partially
under-researched
aspect
experience
terms
writers'
educational
background
experience,
particularly
L1
writing.
We
further
argue
were
taught
writing
culture/
society
values
impact
approach
tasks
accompanying
feedback.
Implications
inclusive
view
learner
future
pedagogy
discussed.
Язык: Английский
Translanguaging in second language writing processes
Linguistics and Education,
Год журнала:
2024,
Номер
83, С. 101333 - 101333
Опубликована: Июль 20, 2024
Little
research
explored
how
frequently
and
for
what
functions
translanguaging
occurs
during
second
language
(L2)
writing
processes.
To
fill
this
gap,
the
study
analysed
occurrences
in
53
undergraduates'
L2
Translanguaging
data
were
collected
through
think-aloud
protocols,
computer
screen
recordings,
stimulated
recall,
written
drafts.
Data
analyses
yielded
four
main
findings:
(1)
on
average,
learners
of
varied
proficiency
levels
translanguaged
their
processes;
(2)
reasoning
was
least
performed
function,
while
repetition
most
function;
(3)
lower-level
students
significantly
more
often
than
did
higher-level
counterparts;
(4)
monitoring
less
counterparts.
This
can
contribute
to
literature
by
exploring
cognitively
mediational
roles
examining
potential
influences
frequencies
translanguaging.
Язык: Английский
The relative effects of direct and indirect written corrective feedback on L2 learning: The moderating role of field dependence/independence
Language Teaching Research,
Год журнала:
2024,
Номер
unknown
Опубликована: Май 20, 2024
The
current
study
investigated
the
relative
effects
of
direct
and
indirect
written
corrective
feedback
(WCF)
on
learning
regular
past
tense,
extent
to
which
outcomes
were
related
individual
variation
in
field
dependence/independence
(FDI).
Fifty-nine
Chinese
intermediate
second
language
(L2)
learners
English
randomly
assigned
two
treatment
groups
a
control
group.
carried
out
three
dictogloss
tasks
received
WCF
WCF,
respectively,
their
erroneous
use
tense.
group
performed
same
writing
but
content
writing.
To
evaluate
effect
treatment,
grammaticality
judgement
task
picture
description
administered
as
pretest,
immediate
posttest,
delayed
posttest.
Group
Embedded
Figures
Test
was
used
measure
learners’
FDI
orientation.
results
showed
that
both
outperformed
posttests,
no
significant
differences
observed
between
groups.
In
addition,
suggested
measured
by
task.
Field
independent
had
an
overall
advantage
over
dependent
learners,
especially
where
provided.
Язык: Английский
Beyond accuracy gains: Investigating the impact of individual and collaborative feedback processing on L2 writing development
Assessing Writing,
Год журнала:
2024,
Номер
61, С. 100876 - 100876
Опубликована: Июль 1, 2024
Despite
the
burgeoning
research
on
exploring
learner
engagement
with
feedback,
how
second
language
(L2)
learners'
feedback
in
different
processing
conditions
influences
their
subsequent
writing
development
is
under-explored.
This
study
examines
effects
of
individual
and
collaborative
(languaging)
teacher
Chinese
lower-secondary
school
EFL
development.
Eighty-one
students
aged
13–14
A1-A2
levels
English
proficiency
(according
to
Common
European
Framework
Reference)
from
two
classes
experienced
teachers
participated
study.
Students
were
provided
comprehensive
asked
process
three
tasks
through
either
written
or
oral
languaging
over
six
weeks.
Pre-,
post-,
delayed
post-tests
administered.
Students'
was
analysed
using
complexity,
accuracy,
fluency
measures,
as
well
content
organisation
scores.
Findings
showed
that
did
not
influence
students'
complexity
differently,
while
only
condition
contributed
sustainable
accuracy
gains.
Results
based
analytic
scores
suggested
significantly
improved
time.
Pedagogical
implications
regarding
implementing
are
discussed.
Язык: Английский
Chapter 6. Verbally mediated data
Research methods in applied linguistics,
Год журнала:
2023,
Номер
unknown, С. 123 - 140
Опубликована: Сен. 29, 2023
This
chapter
focuses
on
written
verbalizations
(e.g.,
languaging,
valid
explanations,
diaries,
reflections)
and
discusses
their
possible
roles
as
data
collection
instruments
for
the
study
of
writing
processes.
We
first
describe
general
procedures
collecting
then
critically
analyze
(a)
type
research
questions
researchers
can
ask
answer
by
using
verbalizations;
(b)
methodological
challenges
face
solutions
to
circumvent
those
challenges;
(c)
how
L2
best
elicit
in
research.
conclude
suggesting
four
practical
tips
who
wish
use
a
instrument
Язык: Английский