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Collectivizing an Orientation to Turn-Allocation as a Learnable Through Pre-Task Planning | ||
Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
مقاله 7، دوره 11، شماره 2، دی 2023، صفحه 133-160 اصل مقاله (2.05 M) | ||
نوع مقاله: Research Article | ||
شناسه دیجیتال (DOI): 10.22049/jalda.2024.28178.1502 | ||
نویسندگان | ||
Nuria Ballesteros Soria* 1؛ Rémi Adam van Compernolle2 | ||
1Special Faculty Member, Dietrich College of Humanities and Social Sciences, Carnegie Mellon University, Pittsburgh, United States of America | ||
2Associate Professor of Second Language Acquisition and Associate Department Head, Department of Modern Languages, Carnegie Mellon University, Pittsburgh, United States of America | ||
چکیده | ||
Pre-task planning has been extensively studied in task-based language teaching research, but a limited number of studies to date has explored the phenomenon through a sociocultural theory lens. In this article, we report on pre-task planning from a Vygotskian group-as-collective perspective by examining its mediational role during dynamic strategic interaction scenario tasks (DSISs) implemented in a first semester elementary-level US university Spanish classroom. DSISs involve pre-task planning, small group performances in front of the class, and post-task debriefings in which peer and instructor comments are immediately provided. Drawing on Vygotsky’s (1978) genetic method of analysis, we first show how turn-allocation emerged as an object of learning during the first debriefing, which was the result of pre-task planning and students’ observations following the first group performance. Second, we provide an account of the microgenesis of the debriefing observations through an analysis of planning tasks and the instructor’s framing and modeling of appropriate feedback, which we contend mediated students’ orientation to turn-allocation as a relevant learnable. In concluding, we discuss our findings, their research and pedagogical implications, and future directions for instructed research on L2 speaking development. | ||
کلیدواژهها | ||
Dynamic strategic interaction scenario tasks (DSISs)؛ pre-task planning؛ task-based language teaching؛ sociocultural theory؛ turn-allocation | ||
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