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Second language acquisition as situated practice : Task accomplishment in the French second language classroom
JournalArticle (Originalarbeit in einer wissenschaftlichen Zeitschrift)
 
ID 1517059
Author(s) Mondada, Lorenza; Pekarek-Doehler, Simona
Author(s) at UniBasel Mondada, Lorenza
Year 2004
Title Second language acquisition as situated practice : Task accomplishment in the French second language classroom
Journal Modern Language Journal
Volume 88
Number 4
Pages / Article-Number 501-518
Abstract This article provides an empirically based perspective on the contribution of conversation analysis (CA) and sociocultural theory to our understanding of learners' second language (L2) practices within what we call a strong socio-interactionist perspective. It explores the interactive (re)configuration of tasks in French second language classrooms. Stressing that learning is situated in learners' social, and therefore profoundly interactional, practices, we investigate how tasks are not only accomplished but also collaboratively (re)organized by learners and teachers, leading to various configurations of classroom talk and structuring specific opportunities for learning. The analysis of L2 classroom interactions at basic and advanced levels shows how the teacher's instructions are reflexively redefined within courses of action and how thereby the learner's emerging language competence is related to other (interactional, institutional, sociocultural) competencies. Discussing the results in the light of recent analyses of the indexical and grounded dimensions of everyday and experimental tasks allows us to broaden our understanding of competence and situated cognition in language learning.
Publisher Wiley
ISSN/ISBN 1540-4781
edoc-URL http://edoc.unibas.ch/48345/
Full Text on edoc No
Digital Object Identifier DOI 10.1111/j.0026-7902.2004.t01-15-.x
ISI-Number WOS:000225248900003
Document type (ISI) Article
 
   

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