Understanding Relations Between Gesture and Chronotope: Embodiment and Meaning-Making in a Second-Language Classroom

2016 ◽  
Vol 23 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Alessandro Rosborough
Keyword(s):  
Second Language ◽  
Meaning Making ◽  
Language Classroom

scholarly journals The Co-Construction of Participation Through Oral Mediation in the EFL Classroom

2016 ◽  
Vol 18 (1) ◽  
pp. 149-163
Author(s):  
Jose David Herazo Rivera ◽  
Anamaría Sagre Barboza
Keyword(s):  
Second Language ◽  
Meaning Making ◽  
Classroom Interaction ◽  
Ninth Grade ◽  
Necessary Condition ◽  
Language Teacher ◽  
Language Classroom ◽  
Ninth Grade Students ◽  
Cultural Tools ◽  
Class Interaction

<span>Sociocultural theory argues that an individual’s mental, social, and material activity is mediated by cultural tools. One such tool is the language or discourse teachers use during whole class interaction in the second language classroom. The purpose of this study was to examine how a Colombian se-cond language teacher mediated her ninth-grade students’ participation during classroom interaction. We videotaped and transcribed five lessons and interviewed the teacher after each lesson. Findings revealed that the teacher mainly used questions, elaborations, recasts, and continuatives in patterned combinations to help learners co-construct relevant content and sustained participation. Such mediation provided learners with frequent affordances to engage in meaning-making, a necessary condition for developing a new language.</span>

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

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