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How Wild Can It Get? : Managing Language Learning Tasks in Real Life Service Encounters (2019)

Piirainen-Marsh, A., & Lilja, N. (2019). How Wild Can It Get? : Managing Language Learning Tasks in Real Life Service Encounters. In J. Hellerman, S. W. Eskildsen, S. Pekarek Doehler, & A. Piirainen-Marsh (Eds.), Conversation Analytic Research on Learning-in-Action : The Complex Ecology of Second Language Interaction ‘in the wild’ (pp. 161-192). Springer. Educational Linguistics, 38. https://doi.org/10.1007/978-3-030-22165-2_7

JYU-tekijät tai -toimittajat

Piirainen-Marsh, Arja

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Piirainen-Marsh, Arja; Lilja, Niina

Emojulkaisu: Conversation Analytic Research on Learning-in-Action : The Complex Ecology of Second Language Interaction ‘in the wild’

Emojulkaisun toimittajat: Hellerman, John; Eskildsen, Søren W.; Pekarek Doehler, Simona; Piirainen-Marsh, Arja

ISBN: 978-3-030-22164-5

eISBN: 978-3-030-22165-2

Lehti tai sarja: Educational Linguistics

ISSN: 1572-0292

eISSN: 2215-1656

Julkaisuvuosi: 2019

Sarjan numero: 38

Artikkelin sivunumerot: 161-192

Kustantaja: Springer

Kustannuspaikka: Cham

Julkaisumaa: Sveitsi

Julkaisun kieli: englanti

DOI: https://doi.org/10.1007/978-3-030-22165-2_7

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/67488

Tiivistelmä

This chapter explores how experientially based pedagogical activities that involve participation in real life service encounters provide occasions for developing L2 interactional competence. The data comprises novice L2 students’ self-recorded interactions in service settings and videorecordings of classroom planning activities and de-briefing discussions, where the students reflect on their experiences. The analysis traces what kinds of occasions for learning arise as the students move between the classroom and the real-world service settings. The findings show that the different phases of the task complement each other in supporting the development of interactional competence. The preparation phase enables students to plan initiating actions, but does not prepare them for contingencies of interaction in the wild. When carrying out the task in real world circumstances, occasions for learning can arise as students adapt to the interactional contingencies of the encounter and put their repertoire to use in interaction with others in the full ecology of the activity. Retrospective discussions enable detailed analysis of experiences as well as focused learning activity, whereby the participants develop an experientially based understanding of the interactional tasks, language practices, actions, organization and communicative norms pertaining to the social activity.

YSO-asiasanat: kielen oppiminen; kieltenopetus; toinen kieli; tehtävät; vuorovaikutus; kielellinen vuorovaikutus

Vapaat asiasanat: oppimistehtävät

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