Mori-Hasegawa2009
| Mori-Hasegawa2009 | |
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| BibType | ARTICLE |
| Key | Mori-Hasegawa2009 |
| Author(s) | Junko Mori, Atsushi Hasegawa |
| Title | Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events |
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| Tag(s) | EMCA, Interactional Linguistics, Second language acquisition, Classroom |
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| Year | 2009 |
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| Journal | International Review of Applied Linguistics in Language Teaching |
| Volume | 47 |
| Number | 1 |
| Pages | 65–94 |
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Abstract
Encountering trouble producing a word in the midst of a turn at talk is an ev- eryday experience for foreign language learners. By employing conversation analysis (CA) as a central tool for analysis, the current study explores how students undertake a range of word searches while they organize a pair work session designed for the purpose of language learning. The analysis demon- strates how the learners simultaneously employ structurally different kinds of semiotic resources, such as language, body, and the structures of their text- books and notebooks for language learning. The close explication of the ways in which cognitive states are embodied, displayed, and treated by the two stu- dents during the word search sequences reveals how they conduct indigenous assessment of each other’s knowledge while “doing being a foreign language learner in a classroom.”
Notes
