Engagement with language: interrogating a construct
Engagement with language: interrogating a construct
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DOI：
10.1080/09658410903197264
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发表时间：
2009-01-01
影响因子：
2
通讯作者：
Svalberg, Agneta Marie-Louise
中科院分区：
文献类型：
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作者：
Svalberg, Agneta Marie-Louise
在《语言意识和语言学习》(Svalberg，2007)一书中，我得出的结论是，语言意识领域本来是多样的和多学科的，但它的重点是接触语言，从而使其具有连贯性。我认为LA被视为一种活跃的状态，而不仅仅是一种有意识的意识或敏感状态。本文对该结构进行了进一步的开发和测试。它讨论了与语言的接触可能包括什么，与之形成对比，以及如何确定它。对参与的认知、社会和情感方面，包括注意力、自主性和代理等概念进行了假设。首先给出了一个实用的定义，然后对定义进行了扩展和细化，然后将该结构应用于一些课堂和学生访谈数据。本文对其他语言学生接触语言的动机、促进因素和障碍因素进行了初步的探讨。然而，这篇论文的主要目的是试图确定这一概念本身的用处，它与文献中其他概念的关系，以及它在未来研究中可能采取的方向。
In 'Language awareness and language learning' (Svalberg, 2007) I concluded that the otherwise diverse and multidisciplinary field of language awareness (LA) is given coherence by its focus on engagement with language. I argued that LA is seen as active and not merely as a state of conscious awareness or sensitivity. This paper goes one step further by developing and testing the construct. It discusses what engagement with language might consist of and contrasts with and how it can be identified. Cognitive, social, and affective aspects of engagement, including notions such as attention, autonomy, and agency, are posited. Having arrived at first at a working definition and then an expanded and refined definition, the construct is applied to some classroom and student interview data. Some tentative conclusions about English for Speakers of Other Languages (ESOL) students' engagement with language, what motivates, facilitates, and hinders it, are drawn. The main purpose of the paper is, however, to try and determine the usefulness or otherwise of the construct as such, how it relates to other constructs in the literature, and where it might be taken in future research.