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Dwight Atkinson is Associate Professor at Purdue University, specializing in second language acquisition, second language writing, and qualitative research approaches. Diane Larsen-Freeman School of Education, Department of Linguistics & English Language Institute, University of Michigan, Ann Arbor, Michigan, USA. Through close micro - genetic (i.e., moment-to-moment) analysis of learners’ speaking ability, Poehner documented how learners extended their gains from mediated interaction during recall of a scene from the movie, Nine Months, to recall of a more complex scene from The Pianist, to recall of a different genre—a passage from Voltaire’s Candide.
He is author of Scientific Discourse in Sociohistorical Context: The Philo - sophical Transactions of the Royal Society of London, 1675–1975 (1999) and co-editor of Directions in Applied Linguistics (2005). Carolyn Mc Kinney School of Education, University of Cape Town, Cape Town, South Africa. Poehner also corroborated two important findings from Aljaafreh and Lantolf (1994): (1) development manifests not only through changes in learner performance but also through changes in type of mediation supporting learner performance; and (2) development is not uniform for all learners.
1111 2 3 4 5111 6 7 8 9 1011 1 2 3111 4 5 6 7 8111 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 35 6 7 8 9 40111 1 2 3 41111 ALTERNATIVE APPROACHES TO SECOND LANGUAGE ACQUISITION Edited by Dwight Atkinson 1111 2 3 4 5111 6 7 8 9 1011 1 2 3111 4 5 6 7 8111 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 35 6 7 8 9 40111 1 2 3 41111 First edition published 2011 by Routledge 2 Park Square, Milton Park, Abingdon, OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business 2011 Selection and editorial matter, Dwight Atkinson; individual chapters, the contributors The right of Dwight Atkinson to be identified as author of the editorial material and the authors for their individual chapters has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Bonny Norton Department of Language & Literacy Education, University of British Columbia, Vancouver, Canada. Thus, different learners need different 30 James P.
British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Alternative approaches to second language acquisition/edited by Dwight Atkinson.—1st ed. Lourdes Ortega Department of Second Language Studies, University of Hawai‘i, Honolulu, Hawai‘i, USA. Construct validity in SLA research: A response to Firth and Wagner. Lantolf types of mediation (from explicit to implicit) for the same L2 features, and single learners often require different forms of mediation for different L2 features.
Lourdes Ortega’s commentary considers the six approaches from an “enlightened traditional” perspective on SLA studies—a viewpoint that is cognitivist in orientation but broad enough to give serious and balanced consideration to alternative approaches. Duff and Steven Talmy 5 A Conversation-analytic Approach to Second Language Acquisition 117 Gabriele Kasper and Johannes Wagner 1111 2 3 4 5111 6 7 8 9 1011 1 2 3111 4 5 6 7 8111 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 35 6 7 8 9 40111 1 2 3 41111 6 A Sociocognitive Approach to Second Language Acquisition: How mind, body, and world work together in learning additional languages 143 Dwight Atkinson 7 SLA after the Social Turn: Where cognitivism and its alternatives stand 167 Lourdes Ortega Index 181 vi Contents CONTRIBUTORS Dwight Atkinson Department of English, Purdue University, West Lafayette, Indiana, USA. Duff Department of Language & Literacy Education, University of British Columbia, Vancouver, Canada. Poehner (2008) described a four-month-long project on the oral ability of advanced university L2 French learners.
This volume is essential reading in the field of second language acquisition. Gabriele Kasper Department of Second Language Studies, University of Hawai‘i, Honolulu, Hawai‘i, USA. Lantolf Department of Applied Linguistics, The Pennsylvania State University, State College, Pennsylvania, USA. Significantly, this project incorporated the important concept of transcendence (Poehner, 2007)—learners’ ability to appropriate and generalize mediation to new, more complex activities.
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The editor’s introduction describes the nature of the cognitivism pervading the field, setting the stage for discussion of alternative approaches. Lantolf 2 A Complexity Theory Approach to Second Language Development/Acquisition 48 Diane Larsen-Freeman 3 An Identity Approach to Second Language Acquisition 73 Bonny Norton and Carolyn Mc Kinney 4 Language Socialization Approaches to Second Language Acquisition: Social, cultural, and linguistic development in additional languages 95 Patricia A. Because future development depends on mediation, responsiveness to instruction becomes an indispensable component of the assessment process.
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ALTERNATIVE APPROACHES TO SECOND LANGUAGE ACQUISITION This volume presents six alternative approaches to studying second language acquisition—“alternative” in the sense that they contrast with and/or complement the cognitivism pervading the field. Coined by Luria (1961), dynamic assessment (DA) is the systematic integration of the ZPD into educational praxis as the dialectical unity of instruction and assessment (Haywood & Lidz, 2007; Sternberg & Grigorenko, 2002).
All six approaches—sociocultural, complexity theory, conversation-analytic, identity, language socialization, and sociocognitive— are described according to the same set of six headings, allowing for direct comparison across approaches. A48 2011 418.0071—dc22 2010034569 ISBN13: 978–0–415–54924–0 (hbk) ISBN13: 978–0–415–54925–7 (pbk) ISBN13: 978–0–203–83093–2 (ebk) This edition published in the Taylor & Francis e-Library, 2011. (For “educational praxis” and “dialectal unity of instruction,” see subsection entitled “Educational Praxis and Concept-based Instruction” below).
Each chapter is authored by leading advocates for the approach described: James Lantolf for the sociocultural approach; Diane Larsen-Freeman for the complexity theory approach; Bonny Norton and Carolyn Mc Kinney for the identity approach; Patricia Duff and Steven Talmy for the language socialization approach; Gabriele Kasper and Johannes Wagner for the conversation-analytic approach; and Dwight Atkinson for the sociocognitive approach. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of e Books please go to Bookstore.uk. DA’s underlying principle is that effective instruction requires not only assessment of what individuals or groups can accomplish alone, but also information on how learners react to instruction (i.e., mediation).Steven Talmy Department of Language & Literacy Education, University of British Columbia, Vancouver, Canada. In a four-month-long DA project on L2 listening comprehension, Ableeva (2010) asked intermediate university French students to recall authentic oral texts in which NSs compared American and French eating habits.