Difference between revisions of "Markee-Seo2009"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Numa Markee; Mi-Suk Seo; | + | |Author(s)=Numa Markee; Mi-Suk Seo; |
|Title=Learning talk analysis | |Title=Learning talk analysis | ||
| − | |Tag(s)=EMCA; Discursive Psychology; Second language acquisition; | + | |Tag(s)=EMCA; Interactional Linguistics; Discursive Psychology; Second language acquisition; |
|Key=Markee-Seo2009 | |Key=Markee-Seo2009 | ||
|Year=2009 | |Year=2009 | ||
Revision as of 07:23, 28 April 2015
| Markee-Seo2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Markee-Seo2009 |
| Author(s) | Numa Markee, Mi-Suk Seo |
| Title | Learning talk analysis |
| Editor(s) | |
| Tag(s) | EMCA, Interactional Linguistics, Discursive Psychology, Second language acquisition |
| Publisher | |
| Year | 2009 |
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| Month | |
| Journal | International Review of Applied Linguistics in Language Teaching |
| Volume | 47 |
| Number | 1 |
| Pages | 37–63 |
| URL | |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
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Abstract
Since the beginning, second language acquisition (SLA) studies have been pre- dominantly cognitive in their theoretical assumptions and programmatic agen- das. This is still largely true today. In this paper, we set out our proposals for learning talk analysis (LTA). LTA synthesizes insights from linguistic phi- losophy, ethnomethodology, conversation analysis, discursive psychology, and the discourse hypothesis in SLA. LTA points to behavioral, process-oriented accounts of mind, cognition, affect, language, and language learning that are agnostic about a priori theoretical claims that such traditionally psychological constructs underlie SLA. Instead, LTA treats these constructs as observable, socially distributed interactional practices. While an ethnomethodological re- specification of SLA studies is a key agenda item of LTA, LTA is also concerned to foster an on-going conversation with all SLA researchers. The paper defines LTA, discusses how the various intellectual traditions it invokes form a coher- ent whole, provides a sustained, empirical exemplification of how LTA works, and suggests possible areas for future collaboration between behavioral and cognitive SLA researchers.
Notes
