Language Learning Great and Small: Environmental Support Structures and Learning Opportunities in a Sociocognitive Approach to Second Language Acquisition/Teaching

Autor/inn/en	Atkinson, Dwight; Churchill, Eton; Nishino, Takako; Okada, Hanako
Titel	Language Learning Great and Small: Environmental Support Structures and Learning Opportunities in a Sociocognitive Approach to Second Language Acquisition/Teaching
Quelle	In: Modern Language Journal, 102 (2018) 3, S.471-493 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12496
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Social Cognition; Teaching Methods; Semiotics; Discourse Analysis; Japanese; Language Usage; Finno Ugric Languages; Native Language; Social Theories; Intercultural Communication + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; Diskursanalyse; Japaner; Japanisch; Sprachgebrauch; Gesellschaftstheorie; Interkulturelle Kommunikation
Abstract	Sociocognitive theory views learning, including second language acquisition, as the progressive "alignment" of individuals vis-à-vis their ecosocial environments. In this article we first update sociocognitive theory in light of recent evolutionary/ecological research on learning/teaching: (a) Humans are evolutionarily "adapted to adapt" to myriad environments, placing a premium on adaptive learning, (b) human adaptation is effected substantially through "niche construction"--engineering environments to make them more adaptive, and then transmitting the results culturally, placing a premium on adaptive teaching, (c) both human learning and teaching are innate/instinctive, and co-evolved, and (d) there are many kinds of 'teachers' in the world. Second, we briefly review 3 approaches to second language acquisition/teaching (SLA/T) vis-à-vis sociocognitive theory: van Lier's ecological-semiotic approach, Schumann's interactional instinct, and conversation analysis. Third, we apply our theoretical perspective exploratorily to videotaped data of a Japanese learner/user of English as a lingua franca who is baking pastries with a Finnish friend. Our analysis includes 5 widely studied 'units of participation': activity types, routines, co-constructed tellings, repetition, and assessments. Analysis suggests that these constitute powerful environmental support structures yielding rich learning opportunities for SLA/T in moment-to-moment interaction. Fourth and finally, we discuss our results vis-à-vis our theoretical approach. We conclude by suggesting how our expanded view of teaching/learning might broaden SLA/T's 'pedagogical imagination.' (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01