Learning to Play, Playing to Learn: FL Learners as Multicompetent Language Users
Learning to Play, Playing to Learn: FL Learners as Multicompetent Language Users
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边学边玩，边玩边学：作为多能语言使用者的外语学习者
DOI：
10.1093/applin/amm044
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发表时间：
2007
影响因子：
3.6
通讯作者：
Nancy Bell
中科院分区：
文献类型：
--
作者：
Anne Pomerantz;Nancy Bell
根据最近对交际性语言教学的批评(Byrnes和Maxim 2004；Byrnes 2006)，本文考虑了自发的、创造性的语言游戏如何使学生能够接触到一系列在课堂上经常被低估或忽视的语言实践。为此，它考察了在高级西班牙语会话课程中的大学生如何联合操纵语言形式、语义单位和话语元素，以取悦自己和他人。分析表明，这些幽默时刻为新的、更多样的参与和语言使用提供了机会，有助于扩大学习者的整体交际能力。也就是说，它说明了共同构建的无剧本语言剧情节如何动摇了制度上认可的关于什么是有意义的或合法的语言使用行为的假设，暂时重新配置了语言专业知识的定义，扩大了可接受语言使用的可能性。遵循Hall等人的观点。(V.Cook 1991,1992,1999)，作者主张学习者是多能语言使用者，他们的语言知识建立在他们所从事的实际语言实践中。
In line with recent critiques of communicative language teaching (Byrnes and Maxim 2004; Byrnes 2006), this paper considers how instances of spontaneous, creative language play can afford access to a range of linguistic practices that are often devalued or ignored in classrooms. To this end, it examines how university students in an advanced Spanish conversation course jointly manipulate linguistic forms, semantic units, and discursive elements for the amusement of themselves and others. The analysis suggests that these humorous moments provide opportunities for new and more varied forms of participation and language use, contributing to the expansion of learners’ overall communicative repertoires. That is, it illustrates how co-constructed episodes of unscripted language play can destabilize institutionally-sanctioned assumptions about what counts as a meaningful or legitimate act of language use, momentarily reconfiguring the definition of linguistic expertise and broadening the possibilities for acceptable language use. Following Hall et al. (2006), the authors advocate a view of learners as multicompetent language users (V. Cook 1991, 1992, 1999), whose language knowledge is grounded in the actual linguistic practices in which they engage.