Epistemological Reorientations and L2 Interactional Settings: A Postscript to the Special Issue
Epistemological Reorientations and L2 Interactional Settings: A Postscript to the Special Issue
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认识论重新定位和 L2 交互设置：特刊后记
DOI：
10.1111/modl.12463
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
J. Wagner
中科院分区：
文献类型：
--
作者：
G. Kasper;J. Wagner
摘要：这篇后记讨论了本期四篇文章对这一领域的贡献，并将它们与最近二语分析研究中的其他研究相比较。文章着重讨论了二语学习的两个领域：课堂和学习者的生活世界。这些领域彼此之间有很大的不同，在组织和参与框架以及部署的社会实践方面也是如此;但是参与者在课堂内外面临的问题部分重叠。学习和教学对象（或“可学习对象”）是由参与者在正在进行的活动中的特定时刻通过他们的联合行动而产生的，无论是在课堂上还是在生活世界中的情况下。这四篇文章用international术语重新定义了标准的SLA概念：注意和注意（Kunitz，2018，本期），纠正反馈（Majlesi，2018，本期），意义的协商（Eskildsen，2018，本期），以及纠正和元语言解释（Theodorsdottir，2018，本期）。他们的重新规范增加了这些概念的价值，因为它为这些概念提供了一个公开可见的互见基础，并在每一种情况下表明语言项目如何成为参与者反思性语言实践的对象。【作者摘要】
Abstract: This postscript discusses the contributions of the four articles in this issue to the field and positions them in relation to other studies in recent CA research on L2. The articles focus on the two arenas for L2 learning: the classroom and the lifeworld of learners. These arenas are widely different from each other and equally so within with respect to organization and participation frameworks and the social practices deployed; but the interactional problems that participants confront inside and outside of the classroom partially overlap. Learning and teaching objects (or ‘learnables’) are brought into being by the participants through their joint actions, at particular moments in the ongoing activity, be it in a classroom or a situation in the lifeworld. The four articles re‐specify standard SLA concepts in interactional terms: attention and noticing (Kunitz, 2018, this issue), corrective feedback (Majlesi, 2018, this issue), negotiation of/for meaning (Eskildsen, 2018, this issue), and corrections and metalinguistic explanations (Theodorsdottir, 2018, this issue). Their re‐specification adds value to these concepts because it furnishes them with a publicly visible interactional grounding and shows in each case how linguistic items become objects for reflexive linguistic practices by the participants. [ABSTRACT FROM AUTHOR]
影响因子：
0.4
作者：
Yijin Wu;Wen Ma
通讯作者：
Yijin Wu;Wen Ma