Conceptualising 'Learning' in Applied Linguistics by Paul Seedhouse, Steve Walsh, Chris Jenks

By Paul Seedhouse, Steve Walsh, Chris Jenks

A thrilling new assortment by means of world-leading researchers in L2 studying addressing: Why do conceptions of 'learning' fluctuate lots in L2 studying learn? Is there a conceptualisation of 'learning' to which participants of other colleges of SLA can subscribe?

Show description

Read Online or Download Conceptualising 'Learning' in Applied Linguistics PDF

Best applied books

Interactions Between Electromagnetic Fields and Matter. Vieweg Tracts in Pure and Applied Physics

Interactions among Electromagnetic Fields and topic bargains with the foundations and strategies that could enlarge electromagnetic fields from very low degrees of signs. This publication discusses how electromagnetic fields will be produced, amplified, modulated, or rectified from very low degrees to allow those for program in communique structures.

Krylov Subspace Methods: Principles and Analysis

The mathematical idea of Krylov subspace equipment with a spotlight on fixing platforms of linear algebraic equations is given an in depth remedy during this principles-based publication. ranging from the assumption of projections, Krylov subspace equipment are characterized by means of their orthogonality and minimisation homes.

Smart Structures and Materials: Selected Papers from the 7th ECCOMAS Thematic Conference on Smart Structures and Materials

This paintings used to be compiled with accelerated and reviewed contributions from the seventh ECCOMAS Thematic convention on shrewdpermanent buildings and fabrics, that was once held from three to six June 2015 at Ponta Delgada, Azores, Portugal. The convention supplied a finished discussion board for discussing the present cutting-edge within the box in addition to producing suggestion for destiny principles particularly on a multidisciplinary point.

Extra resources for Conceptualising 'Learning' in Applied Linguistics

Sample text

However, the L2 repertoire of an L2 user may be wider than their L1; they cannot be judged just on how well they can carry out L1 functions in the L2: Greek students in England, for example, say that they can only write essays in English since essaywriting did not feature in their L1 education. These senses of dominance give priority to the first language. The dominance of one community over another is not relevant to multilingual communities where several languages are in balance. As Canagarajah (2005: 16) points out: Although the now discredited notions such as native speaker or mother tongue speaker require us to identify ourselves according to our parental language or language of infancy, even the alternatives such as L1 and L2 force us to identify a single language as receiving primacy in terms of our time of acquisition or level of competence.

Parrini goes on to contrast epistemic relativism with what I have called absolute relativism by emphasising that epistemic relativism acknowledges that scientific thinking is necessarily contextual (that is, takes place within a ‘provisionally accepted conceptual scheme’) and allows for the possibility of evaluating ‘alternative presuppositional frameworks’ that lie within that scheme. I take this to mean that while it may prove impossible to evaluate different paradigms, it is possible to evaluate the strengths and weaknesses of different theories within the same paradigm.

It is desirable for SLA research to investigate a greater range of areas and explore different interpretations of ‘language’, though one should extend this brief beyond social interaction to gestures, writing systems, neurolinguistics, and doubtless many other newly-thriving areas. There is little point in refuting a theory based on one idea about language with arguments based on another. Firth and Wagner (2007) document the reactions to their original chapter, which amount largely to ‘my view of language is right’: Long, Kasper, Poulisse and Gass ...

Download PDF sample

Rated 4.05 of 5 – based on 13 votes