Schedule: 2009-09-11 (15:00 - 15:45)
Parallel Session 1 (Room A-30)

Title: Tracking Language Learning in an Internet Quiz: Using a CA-for-SLA Approach
Authors: Nigel Musk
Abstract: In the wake of a social turn in SLA research, arguably culminating in the publication of Firth and Wagner’s seminal article in the Modern Language Journal in 1997 and the ensuing discussion (c.f. 2007 special issue of the Modern Language Journal), there has been an increasing interest in contextualised (situated), collaborative and socio-interactionist approaches to second language acquisition. According to Mondada and Pekarek Doehler (2004), Conversation Analysis (CA) constitutes a ‘strong’ socio-interactionist position which treats social interaction as “the most basic site of organized activity where learning can take place” (502). This framework also questions language competence and learning as separate constructs divorced and abstracted from the social processes and activities in which they are embedded. Instead learning is to be conceived as an emergent, shared and distributed process.
Although learning has not been a central issue within CA, there are a growing number of studies using a CA methodology to analyse the microinteraction of the second language classroom (Mori 2002, Brouwer 2003, Seedhouse 2004, Mondada & Pekarek Doehler 2004, Firth & Wagner 2007, Markee 2008). As yet there is a dearth of CA studies in the field CALL, though there are some exceptions (e.g. Piirainen-Marsh & Tainio forth.). This study is also intended to contribute towards filling this gap.
By using video-recorded data of an Internet quiz conducted in year 8 of an English language classroom in Sweden, this paper identifies learning objects (c.f. Markee 2008) which emerge in the process of pairs of students using search engines and online dictionaries, for example. In the process of processing the vocabulary items in the quiz, these items become learning objects which are pronounced and typed several times in the course of pupils’ interaction with each other and artefacts, such as the computer. In short, this paper tracks the transformation of learning objects over time, whereby pupils improve their pronunciation and spelling while solving what the words mean with the help of the Internet.
References
Brouwer, C. E. (2003). ‘Word searches in NNS-NS interaction: Opportunities for language learning?’ The Modern Language Journal 87/4: 534-45.
Firth, A. & Wagner, J. (1997). ‘On discourse, communication and (some) fundamental concepts in SLA research.’ Modern Language Journal, 81/3: 285-300.
Firth, A. & Wagner, J. (2007). ‘Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA.’ Modern Language Journal 91: 798-817.
Mondada, L. & Pekarek Doehler, S. (2004). ‘Second language acquisition as situated practice: Task accomplishment in the French second language classroom.’ The Modern Language Journal 88/4: 501–18.
Markee, N. (2008) ‘Toward a Learning Behavior Tracking Methodology for CA-for SLA.’ Applied Linguistics 29/3: 404-427.
Mori, J. (2002). ‘Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom.’ Applied Linguistics 23: 323–47.
Piirainen-Marsh, A. & Tainio, L. (forth.) ‘Collaborative game-play as a site for participation and situated learning of second language.’ To appear in Scandinavian Journal of Educational Research (2009).
Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Oxford: Blackwell.
Keywords: Conversation Analysis, learning objects, situated learning, distributed learning, SLA, CALL

Main topic: Curriculum development for CALL.

Biodata: Nigel Musk is at present a Research Fellow at the Department of Culture and Communication, Linköping University, Sweden. His research concerns how new communicative contexts for learning, including those using digital technologies, may facilitate the development of language skills in English.
Type of presentation Paper presentation

Paper category Research

Target educational sector Secondary education

Language of delivery English

EU-funded project No

Schedule:	2009-09-11 (15:00 - 15:45) Parallel Session 1 (Room A-30)
Title:	Tracking Language Learning in an Internet Quiz: Using a CA-for-SLA Approach
Authors:	Nigel Musk
Abstract:	In the wake of a social turn in SLA research, arguably culminating in the publication of Firth and Wagner’s seminal article in the Modern Language Journal in 1997 and the ensuing discussion (c.f. 2007 special issue of the Modern Language Journal), there has been an increasing interest in contextualised (situated), collaborative and socio-interactionist approaches to second language acquisition. According to Mondada and Pekarek Doehler (2004), Conversation Analysis (CA) constitutes a ‘strong’ socio-interactionist position which treats social interaction as “the most basic site of organized activity where learning can take place” (502). This framework also questions language competence and learning as separate constructs divorced and abstracted from the social processes and activities in which they are embedded. Instead learning is to be conceived as an emergent, shared and distributed process. Although learning has not been a central issue within CA, there are a growing number of studies using a CA methodology to analyse the microinteraction of the second language classroom (Mori 2002, Brouwer 2003, Seedhouse 2004, Mondada & Pekarek Doehler 2004, Firth & Wagner 2007, Markee 2008). As yet there is a dearth of CA studies in the field CALL, though there are some exceptions (e.g. Piirainen-Marsh & Tainio forth.). This study is also intended to contribute towards filling this gap. By using video-recorded data of an Internet quiz conducted in year 8 of an English language classroom in Sweden, this paper identifies learning objects (c.f. Markee 2008) which emerge in the process of pairs of students using search engines and online dictionaries, for example. In the process of processing the vocabulary items in the quiz, these items become learning objects which are pronounced and typed several times in the course of pupils’ interaction with each other and artefacts, such as the computer. In short, this paper tracks the transformation of learning objects over time, whereby pupils improve their pronunciation and spelling while solving what the words mean with the help of the Internet. References Brouwer, C. E. (2003). ‘Word searches in NNS-NS interaction: Opportunities for language learning?’ The Modern Language Journal 87/4: 534-45. Firth, A. & Wagner, J. (1997). ‘On discourse, communication and (some) fundamental concepts in SLA research.’ Modern Language Journal, 81/3: 285-300. Firth, A. & Wagner, J. (2007). ‘Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA.’ Modern Language Journal 91: 798-817. Mondada, L. & Pekarek Doehler, S. (2004). ‘Second language acquisition as situated practice: Task accomplishment in the French second language classroom.’ The Modern Language Journal 88/4: 501–18. Markee, N. (2008) ‘Toward a Learning Behavior Tracking Methodology for CA-for SLA.’ Applied Linguistics 29/3: 404-427. Mori, J. (2002). ‘Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom.’ Applied Linguistics 23: 323–47. Piirainen-Marsh, A. & Tainio, L. (forth.) ‘Collaborative game-play as a site for participation and situated learning of second language.’ To appear in Scandinavian Journal of Educational Research (2009). Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Oxford: Blackwell.
Keywords:	Conversation Analysis, learning objects, situated learning, distributed learning, SLA, CALL
Main topic:	Curriculum development for CALL.
Biodata:	Nigel Musk is at present a Research Fellow at the Department of Culture and Communication, Linköping University, Sweden. His research concerns how new communicative contexts for learning, including those using digital technologies, may facilitate the development of language skills in English.
Type of presentation	Paper presentation
Paper category	Research
Target educational sector	Secondary education
Language of delivery	English
EU-funded project	No