The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Cognitive and Sociocultural Perspectives: Two Parallel SLA Worlds?
Abstract
Looking back at the past 15 years in the field of second language acquisition (SLA), the authors select and discuss several important developments. One is the impact of various sociocultural perspectives such as Vygotskian sociocultural theory, language socialization, learning as changing participation in situated practices, Bakhtin and the dialogic perspective, and critical theory. Related to the arrival of these perspectives, the SLA field has also witnessed debates concerning understandings of learning and the construction of theory. The debate discussed in this article involves conflicting ontologies. We argue that the traditional positivist paradigm is no longer the only prominent paradigm in the field: Relativism has become an alternative paradigm. Tensions, debates, and a growing diversity of theories are healthy and stimulating for a field like SLA.
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Citations
Cites
What Video Games Have to Teach Us about Learning and Literacy
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BackgroundInfluentialWhat's the use of 'triadic dialogue'?: an investigation of teacher-student interaction
Nassaji, H. (2000) · Applied Linguistics · doi:10.1093/applin/21.3.376 · Cited by 545 · cited 1×
“…taking sociocultural perspectives have examined classroom interactions or discourse patterns with an eye toward identifying those that best facilitate student participation (Gutierrez, Rymes, & Larsen, 1995; Nassaji & Wells, 2000; Nystrand, Gamoran, Zeiser, & Long, 2003; Tharp & Gallimore, 1991).”
BackgroundTheory Construction in Second Language Acquisition
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Same Task, Different Activities: Issues of Investment Identity, and Use of Strategy
Parks, S. (2000) · TESL Canada Journal · doi:10.18806/tesl.v17i2.890 · Cited by 60 · cited 1×
“Still others have focused on activity theory and taskbased approaches to second language teaching and learning (Coughlan & Duff, 1994; McCafferty, Roebuck, & Wayland, 2001; Parks, 2000; Storch, 2004; Thorne, 2003).”
Background
Cited by
Identity, language learning, and social change
Norton, B., & Toohey, K. (2011) · Language Teaching · doi:10.1017/s0261444811000309 · Cited by 1,168
Own-language use in language teaching and learning
Hall, G., & Cook, G. (2012) · Language Teaching · doi:10.1017/s0261444812000067 · Cited by 466
Task-Based Language Teaching: Theory and Practice
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · doi:10.1017/9781108643689 · Cited by 407
Acquah, E. O., & Katz, H. T. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103667 · Cited by 280
“A review of research on the application of digital games in foreign language education,”
Peterson, M., White, J., Mirzaei, M. S., & Wang, Q. (2020) · Advances in Educational Technologies and Instructional Design · doi:10.4018/978-1-7998-2591-3.ch004 · Cited by 44
Metadata
- Authors
- Zuengler, J., & Miller, E. R.
- Venue
- TESOL Quarterly
- Publisher
- Wiley
- Published
- 2006-03-01
- Volume
- 40
- Issue
- 1
- Pages
- 35
- ISSN
- 0039-8322 (ISSN-L)
- OpenAlex
- W2151909119
- Cited by
- 444
- References
- 6
- FWCI
- 163.06
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
