著者

根本 浩行

出版者

金沢大学外国語教育研究センター = Foreign Language Institute Kanazawa University

雑誌

言語文化論叢 = Studies of Language and Culture (ISSN:13427172)

巻号頁・発行日

no.19, pp.1-19, 2015-03-30

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As is the case with face-to-face communication in L2 learning, computer-mediated communication (CMC) has been increasingly investigated from the sociocultural perspectives of second language acquisition (SLA), which enable us to attend to rather than remove the broader social and discursive contexts from research data (cf. Warschauer, 2005). This approach has led CMC researchers to reconsider e-learning not only as a means of assisting individual language learning but as a source of providing language learners with authentic sociocultural activities and has also made such researchers more aware of intricate relationships between CMC and its sociocultural factors, including cultures, contexts, communities where learners participate, their social positionings in the communities, power relations with others, L2 identities and L2 learning motivations.This paper reviews various previous CMC studies and then argues the applicability of several sociocultural and pedagogical concepts to CMC research, including the Vygotskian notion of scaffolding, task-based language teaching, intercultural interactions, and language socialization. The sociocultural analyses of CMC in this paper suggest that CMC enhances students’ goal-driven social actions to promote grammatical, sociolinguistic and sociocultural competence in L2 and provides affordances that help students to apply an analytical lens on their own L2 production.

著者

根本 浩行

出版者

金沢大学外国語教育研究センター = Foreign Language Institute Kanazawa University

雑誌

言語文化論叢 = Studies of language and culture (ISSN:13427172)

巻号頁・発行日

vol.16, pp.19-38, 2012-03-31

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When research on second language acquisition (SLA) began to prevail in the 1970s and 1980s, the SLA process was primarily deemed as the cognitive process which occurs in the mind. While acknowledging the importance of this traditional approach, due to the increasing awareness of the socially constructed nature of cognitive development, many researchers currently claim that cognition is not the sole SLA paradigm and consider the cognitive and sociocultural processes as two parallel constituents of SLA. Such a perspective has contributed to the emergence of various sociocultural theories in the area of applied linguistics, such as Vygotskian sociocultural theory, language socialization, situated learning, critical theory, identity approach, socio-constructionist genre theory, and so on. This paper delineates the historical background of the paradigm shift from the dominance of cognitivism to sociocultural perspectives of SLA, and discusses how to apply sociocultural theories in empirical SLA studies, focussing on the socio-constructionist genre theory, the concept of situated learning, and an identity approach to SLA.

著者

根本 浩行

出版者

金沢大学外国語教育研究センター = Foreign Language Institute Kanazawa University

雑誌

言語文化論叢 (ISSN:13427172)

巻号頁・発行日

no.16, pp.19-38, 2012-03

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[誤植の訂正]本文,P.20 上から10行目 (誤)ポスト構築主義理論→(正)ポスト構造主義理論 【PDFは修正済です(2012.5.1)】

著者

根本 浩行

出版者

金沢大学外国語教育研究センター = Foreign Language Institute Kanazawa University

雑誌

言語文化論叢 (ISSN:13427172)

巻号頁・発行日

no.19, pp.1-17,19, 2015-03

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As is the case with face-to-face communication in L2 learning, computer-mediatedcommunication (CMC) has been increasingly investigated from the socioculturalperspectives of second language acquisition (SLA), which enable us to attend torather than remove the broader social and discursive contexts from research data (cf.Warschauer, 2005). This approach has led CMC researchers to reconsidere-learning not only as a means of assisting individual language learning but as asource of providing language learners with authentic sociocultural activities and hasalso made such researchers more aware of intricate relationships between CMC andits sociocultural factors, including cultures, contexts, communities where learnersparticipate, their social positionings in the communities, power relations with others,L2 identities and L2 learning motivations.This paper reviews various previousCMC studies and then argues the applicability of several sociocultural andpedagogical concepts to CMC research, including the Vygotskian notion ofscaffolding, task-based language teaching, intercultural interactions, and languagesocialization. The sociocultural analyses of CMC in this paper suggest that CMCenhances students' goal-driven social actions to promote grammatical,sociolinguistic and sociocultural competence in L2 and provides affordances thathelp students to apply an analytical lens on their own L2 production.