Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events
Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events
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在课堂上做外语学习者：认知状态作为社会事件的体现
DOI：
10.1515/iral.2009.004
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
A. Hasegawa
中科院分区：
文献类型：
--
作者：
Junko Mori;A. Hasegawa
对于学习外语的人来说，在谈话中遇到语无反调的问题是家常便饭。通过使用会话分析（CA）作为分析的核心工具，本研究探讨了学生如何在组织以语言学习为目的的成对工作会话时进行一系列单词搜索。分析表明学习者是如何同时运用不同结构的符号资源进行语言学习的，如语言、肢体以及课本和笔记本的结构。对两个学生在单词搜索序列中认知状态的体现、表现和处理方式的详细解释揭示了他们在“作为一名外语学习者在课堂上”如何对彼此的知识进行本土评估。
Abstract Encountering trouble producing a word in the midst of a turn at talk is an everyday experience for foreign language learners. By employing conversation analysis (CA) as a central tool for analysis, the current study explores how students undertake a range of word searches while they organize a pair work session designed for the purpose of language learning. The analysis demonstrates how the learners simultaneously employ structurally different kinds of semiotic resources, such as language, body, and the structures of their textbooks and notebooks for language learning. The close explication of the ways in which cognitive states are embodied, displayed, and treated by the two students during the word search sequences reveals how they conduct indigenous assessment of each other's knowledge while “doing being a foreign language learner in a classroom.”