Orientation to language learning over time : A case analysis on the repertoire addition of a lexical item

This article explores language learning as the speakers' microlongitudinal project in interaction. Using conversation analysis (CA) as a method, we present a single-case analysis on how a change occurs in the linguistic repertoire of 2 learners of Finnish. We discuss the challenges that the temporal aspect in learning poses within CA, such as the difficulty in documenting a change on the one hand, and on the other hand, the risk of losing the emic perspective of the participants if they do not orient to the change. By illustrating a complete learning project, which begins when the participants encounter a need to use a certain (for them, unknown) word and ends when they use the word independently in interaction, we will demonstrate how a change in the linguistic repertoire of the participants occurs, as a result of their own actions and orientations, without compromising CA's emic perspective. It will be argued that the unique capacity of CA to recover the participants' sense-making practices in interaction gives us a lens to not only document change but also to understand its internal dynamics.Peer reviewe

PURAISTAAN KIELTÄ 1 Oikeaa kieltä perkele

tutkija, Helsingin yliopisto, suomen kieli ja kulttuur

Can a kitchen teach languages? : Linking theory and practice in the design of context-aware language learning environments

Abstract Smart learning environments offer rich opportunities for language learners. In particular, context-aware systems which allow learners’ progress to be sensed within and across an activity, enable instructed language learning to move beyond the traditional confines of the classroom walls. In this paper we present the European Kitchen, a real-world task-based environment for cooking and language learning. In doing so, we demonstrate how specific design decisions, in the development of this longer-term iterative design project, conjoin Human Computer Interaction practice and learning theory for situated language learning. We also show how this approach is combined with Conversation Analysis, which is used as a tool to measure the impact of these decisions on the interactions taking place in and with the kitchen. Our work reveals that in order to design for and evaluate effective and meaningful language learning, there should be more balance between technologically-driven theory and theory driven research which has a strong pedagogical foundation. Our work has implications for a transferable, interdisciplinary model of task-based, situated learning which can be applied and adapted to different skill and knowledge sets

Matka kohti kognitiivista kielikäsitystä

Kirja-arvioTalmy, Leonard: Toward a cognitive semantics. Volume I: Concept structuring systems. Volume II: Typology and process in concept structurin

Uusi kielioppi saksalaisille suomen opiskelijoille

Kirja-arvioBuchholz, Eva: Grammatik der finnischen Sprach