ABSTRACT Second- and foreign-language learners of all ages, from young children to teenagers and ... more ABSTRACT Second- and foreign-language learners of all ages, from young children to teenagers and adults, have beliefs about language learning. This is true whether learning takes place in formal contexts such as regular English as a foreign language (EFL) classrooms and immersion programs or informal contexts such as home and workplace. Teachers also have beliefs about teaching and learning processes. It is important to understand how learners' beliefs relate to (a) their approaches to learning languages, including use of learning strategies; (b) their background characteristics, such as language learning anxiety; (c) the approaches, methods, or techniques their teachers use in the classroom; and (d) the possible conflicts arising from the differences in learners' beliefs and those of their teachers.Keywords:esl/efl;language teaching;second language acquisition;language teaching;second language acquisition;teaching methods in applied linguistics
Socioculturally oriented views that are based on Vygotskyan thinking argue that embodiment and ma... more Socioculturally oriented views that are based on Vygotskyan thinking argue that embodiment and materiality are an essential aspect of human semiosis and thinking. Similar orientation can be found in the dialogical notion of language in the works of Voloshinov and Bakhtin. Their view, which opposes the Saussurean decontextualism and abstractivism, sees the focus of language studies to be on the concrete events of language use. Accordingly, the view necessitates that the multimodality of these utterances be taken into consideration. Starting from sociocultural and dialogical assumptions, but also drawing on other arguments that have been presented in other paradigms and frameworks (e.g. conversation analysis, systemic-functional approaches), increasing attention is given to multimodality that is present in human interaction. Are beliefs, then, different in verbally articulated and visually represented data? In this paper, we will present our findings, relate them to our theoretical approach and discuss the multimodality of semiotic resources as a source of beliefs from a sociocognitive perspective.
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Etusivu Julkaisusta Kirjaudu Rekisteröidy Etsi Uusin numero Arkisto ##AFinLA ry## This paper reports on the past experiences of learning English and Swedish – in a study conducted as part of a research project From Novice to Expert. Viewing language learning as a sociocultural activity, the study focused on agency, or the capacity to act, and its role in learning the two languages in school and out-of school. A questionnaire (with open-ended questions) was administered to students of English and Swedish at the beginning of their university studies. The questions concerned the students’ experiences of learning the languages when they still went to school. The data collected were subjected to qualitative content analysis. Importantly, the responses revealed differences in the exercise of agency and consequently in the learning opportunities seized by the two groups of students especially in their spare time. Other similarities and differences (both in experiences and beliefs) were found from one language to another, and also from one learning environment to another.
ABSTRACT Second- and foreign-language learners of all ages, from young children to teenagers and ... more ABSTRACT Second- and foreign-language learners of all ages, from young children to teenagers and adults, have beliefs about language learning. This is true whether learning takes place in formal contexts such as regular English as a foreign language (EFL) classrooms and immersion programs or informal contexts such as home and workplace. Teachers also have beliefs about teaching and learning processes. It is important to understand how learners' beliefs relate to (a) their approaches to learning languages, including use of learning strategies; (b) their background characteristics, such as language learning anxiety; (c) the approaches, methods, or techniques their teachers use in the classroom; and (d) the possible conflicts arising from the differences in learners' beliefs and those of their teachers.Keywords:esl/efl;language teaching;second language acquisition;language teaching;second language acquisition;teaching methods in applied linguistics
Socioculturally oriented views that are based on Vygotskyan thinking argue that embodiment and ma... more Socioculturally oriented views that are based on Vygotskyan thinking argue that embodiment and materiality are an essential aspect of human semiosis and thinking. Similar orientation can be found in the dialogical notion of language in the works of Voloshinov and Bakhtin. Their view, which opposes the Saussurean decontextualism and abstractivism, sees the focus of language studies to be on the concrete events of language use. Accordingly, the view necessitates that the multimodality of these utterances be taken into consideration. Starting from sociocultural and dialogical assumptions, but also drawing on other arguments that have been presented in other paradigms and frameworks (e.g. conversation analysis, systemic-functional approaches), increasing attention is given to multimodality that is present in human interaction. Are beliefs, then, different in verbally articulated and visually represented data? In this paper, we will present our findings, relate them to our theoretical approach and discuss the multimodality of semiotic resources as a source of beliefs from a sociocognitive perspective.
Sivun ylätunniste
Open Journal Systems
Ohjeet
Käyttäjä
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Salasana
Muista minut
Ki... more Sivun ylätunniste Open Journal Systems Ohjeet Käyttäjä Käyttäjänimi Salasana Muista minut Kieli Valitse kieli Journal Content Etsi Haun kohde
Selaa
Numeron mukaan Kirjoittajan mukaan Artikkelin otsikon mukaan Muut julkaisut
Kirjasinkoko Make font size smaller Make font size default Make font size larger
Tietoa
Lukijoille Kirjoittajille Kirjastoille
Etusivu Julkaisusta Kirjaudu Rekisteröidy Etsi Uusin numero Arkisto ##AFinLA ry## This paper reports on the past experiences of learning English and Swedish – in a study conducted as part of a research project From Novice to Expert. Viewing language learning as a sociocultural activity, the study focused on agency, or the capacity to act, and its role in learning the two languages in school and out-of school. A questionnaire (with open-ended questions) was administered to students of English and Swedish at the beginning of their university studies. The questions concerned the students’ experiences of learning the languages when they still went to school. The data collected were subjected to qualitative content analysis. Importantly, the responses revealed differences in the exercise of agency and consequently in the learning opportunities seized by the two groups of students especially in their spare time. Other similarities and differences (both in experiences and beliefs) were found from one language to another, and also from one learning environment to another.
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Etusivu Julkaisusta Kirjaudu Rekisteröidy Etsi Uusin numero Arkisto ##AFinLA ry##
This paper reports on the past experiences of learning English and Swedish – in a study conducted as part of a research project From Novice to Expert. Viewing language learning as a sociocultural activity, the study focused on agency, or the capacity to act, and its role in learning the two languages in school and out-of school. A questionnaire (with open-ended questions) was administered to students of English and Swedish at the beginning of their university studies. The questions concerned the students’ experiences of learning the languages when they still went to school. The data collected were subjected to qualitative content analysis. Importantly, the responses revealed differences in the exercise of agency and consequently in the learning opportunities seized by the two groups of students especially in their spare time. Other similarities and differences (both in experiences and beliefs) were found from one language to another, and also from one learning environment to another.
Open Journal Systems
Ohjeet
Käyttäjä
Käyttäjänimi
Salasana
Muista minut
Kieli
Valitse kieli
Journal Content
Etsi
Haun kohde
Selaa
Numeron mukaan
Kirjoittajan mukaan
Artikkelin otsikon mukaan
Muut julkaisut
Kirjasinkoko
Make font size smaller
Make font size default
Make font size larger
Tietoa
Lukijoille
Kirjoittajille
Kirjastoille
Etusivu Julkaisusta Kirjaudu Rekisteröidy Etsi Uusin numero Arkisto ##AFinLA ry##
This paper reports on the past experiences of learning English and Swedish – in a study conducted as part of a research project From Novice to Expert. Viewing language learning as a sociocultural activity, the study focused on agency, or the capacity to act, and its role in learning the two languages in school and out-of school. A questionnaire (with open-ended questions) was administered to students of English and Swedish at the beginning of their university studies. The questions concerned the students’ experiences of learning the languages when they still went to school. The data collected were subjected to qualitative content analysis. Importantly, the responses revealed differences in the exercise of agency and consequently in the learning opportunities seized by the two groups of students especially in their spare time. Other similarities and differences (both in experiences and beliefs) were found from one language to another, and also from one learning environment to another.