Language and Sociocultural Theory最新文献_第2页

Escaping the ‘Mimicking Circle’ in the Teaching Practicum 逃离教学实习中的“模仿圈

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Language and Sociocultural Theory Pub Date : 2022-07-20 DOI: 10.1558/lst.21966

J. Rieker

引用次数: 0

Teaching the Japanese Aspectual form Teiru using Concept-Based Language Instruction (C-BLI) in an Intact Beginning-Level Classroom 在完整的初级课堂中运用基于概念的语言教学(C-BLI)教授日语面相语

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Language and Sociocultural Theory Pub Date : 2022-07-20 DOI: 10.1558/lst.18855

Rie Tsujihara

{"title":"Teaching the Japanese Aspectual form Teiru using Concept-Based Language Instruction (C-BLI) in an Intact Beginning-Level Classroom","authors":"Rie Tsujihara","doi":"10.1558/lst.18855","DOIUrl":"https://doi.org/10.1558/lst.18855","url":null,"abstract":"The Japanese aspectual form teiru marks ‘the durative phase of a situation’ (Shirai, 2000: 333) and has four distinct meanings, progressive, resultative, perfect, and habitual. Because of the complex concepts and the polysemous nature of the structure, even advanced learners’ understanding and ability to interpret and produce appropriate teiru forms is at times fragmented and incomplete (e.g., Nishi, 2018; Shirai and Kurono, 1998; Shibata, 1999; Sugaya, 2002). This paper considers how Concept-Based Language Instruction (C-BLI) can help L2 beginning learners of Japanese, who were introduced to teiru for the first time, develop understanding of the target concept. C-BLI teaches categories of meaning and how they are connected to forms through the materialization and transformation of conceptual understandings (García, 2018; Lantolf et al., 2020). The instruction was conducted in a college-level intact first-year Japanese class for six weeks. This paper presents findings that illustrate the development of the entire class, focusing on the transformation in two focal students’ understanding and interpretations of the teiru form.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44438970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Classroom Application of Concept-Based Language Instruction (C-BLI) 基于概念的语言教学的课堂应用

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Language and Sociocultural Theory Pub Date : 2022-07-20 DOI: 10.1558/lst.21349

Maroua Benhamlaoui, G. A. Gánem-Gutiérrez

引用次数: 0

Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency and Strategy Awareness 移动媒介与面对面动态评估:英语学习者写作流畅性与策略意识

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Language and Sociocultural Theory Pub Date : 2022-03-11 DOI: 10.1558/lst.20288

Ardalan Kaveh, Ehsan Rassaei

引用次数: 0

Perezhivanie in Action 行动

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Language and Sociocultural Theory Pub Date : 2021-12-02 DOI: 10.1558/lst.18163

M. Agnoletto, Adriana De Carvalho Kuerten Dellagnelo, K. E. Johnson

引用次数: 3

Shrestha, P. N. (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives Shrestha，P.N.（2020）。学生学术写作的动态评价：维果茨基与系统功能语言学视角

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Language and Sociocultural Theory Pub Date : 2021-11-18 DOI: 10.1558/lst.21360

Dimitri Leontjev

引用次数: 7

Alanen, R., and Pöyhönen, S. (Eds.). (2007). Language in Action: Vygotsky and Leontievian Legacy Today. Alanen, R.和Pöyhönen, S.(主编)。(2007)。行动中的语言:维果茨基与莱昂提耶的今日遗产。

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Language and Sociocultural Theory Pub Date : 2021-11-18 DOI: 10.1558/lst.21361

J. Rieker

引用次数: 0

Empathic Framing during Concept Development in Book Club Discussions in a Service-Learning Teacher Education Class 服务学习型教师教育读书会讨论中概念发展的共情框架

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Language and Sociocultural Theory Pub Date : 2021-11-12 DOI: 10.1558/lst.18853

P. Smagorinsky, Lindy L. Johnson

{"title":"Empathic Framing during Concept Development in Book Club Discussions in a Service-Learning Teacher Education Class","authors":"P. Smagorinsky, Lindy L. Johnson","doi":"10.1558/lst.18853","DOIUrl":"https://doi.org/10.1558/lst.18853","url":null,"abstract":"This study investigates the emergence of empathic framing in a small group of university students’ discussions of equity-oriented concepts in a service-learning course. Empathic framing refers to the making of emotional connections that enable one to experience the world from another’s perspective, particularly when they are from different cultures, means of socialization, and life experiences. The study used collaborative coding for both concepts and empathic framing in six discussions of three scholarly books devoted to different equity concerns focused on the phenomenon of teacher-student reciprocal burnout, the differential experiences of affiliative or ‘jock’ students and disaffiliative or ‘burnout’ students, and African American speech and its political consequences. The findings identify examples of empathic framing in the six discussions, with most instances occurring in the two books that include narrative accounts of people experiencing oppression and inequity; the final volume, centered on textuality more than human action, produced a single instance of empathic framing recruited from outside the book’s contents. The study suggests that empathy can serve as a beginning point to concept development toward more equitable teaching and school culture, and can be available for formal academic learning when it is combined with worldly experience such as that available in service-learning courses.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49243085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Effect of Mediated Learning in Teacher-Child Interactions in Urban and Rural Primary School Classrooms 中介学习在城乡小学课堂师生互动中的作用

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Language and Sociocultural Theory Pub Date : 2021-11-12 DOI: 10.1558/lst.18173

Marco Antonio Villalta Paucar, Cecilia Assael Budnik, Ana Esther Delgado-Vásquez, William Torres-Acuña, J. Lebeer

引用次数: 0

Internalizing Interactions 内在的相互作用

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Language and Sociocultural Theory Pub Date : 2021-11-09 DOI: 10.1558/LST.19232

Nicholas Carr

引用次数: 1