A Child's Development of Interactional Competence in a Swedish L2 Classroom.
A Child's Development of Interactional Competence in a Swedish L2 Classroom.
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一个孩子在瑞典第二语言课堂上的互动能力的发展。
DOI：
10.1111/j.1540-4781.2007.00509.x
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发表时间：
2007
期刊：
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通讯作者：
Asta Cekaite
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作者：
Asta Cekaite
这项研究探讨了一名儿童在瑞典沉浸式课堂的第一年的第二语言(L2)互动能力。在情境学习的理论框架内，它侧重于她如何在特定的课堂实践中获得专业知识：多方课堂谈话。数据涵盖了她第一学年的三个阶段(早、中、晚)。所采用的方法结合了微观分析方法和对课堂社区内二语社会化的人种学田野调查分析。分析揭示了新手互动参与度的系统性变化。语言技能和话轮转换技能的相互作用影响了她在三个阶段参与多方谈话，将她描述为(A)一个沉默的孩子，(B)一个吵闹吵闹的孩子，(C)一个熟练的学生。这些变化表明，学习不能被视为单一学习者身份的单线性发展。文章认为，详细的纵向分析可能会对参与和二语学习之间的关系提供重要的见解。随着时间的推移，我们可能会发现不同的参与模式与不同的语言学习负担有关，而不是单一学习者身份的单线性发展。
This study explores a child's emergent second language (L2) interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning, it focuses on how she acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, middle, and late phases) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community. The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn-taking skills influenced her participation in multiparty talk during the three periods, casting her as (a) a silent child, (b) a noisy and loud child, and (c) a skillful student. These changes indicate that learning cannot be seen as the unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relationship between participation and L2 learning. Instead of unilinear development of a single learner identity, we may find different participation patterns linked to distinct language learning affordances over time.
铃木浩：《香穗剧场的故事》人类学。
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