Exploring socio-cognitive alignment opportunities in an efl classroom
Oral participation is the process in which students express and communicate their ideas and thoughts, having opportunities to practice L2 and interact with the teacher and classmates. According to Socio-cognitive theory, alignment plays an important role when learning a L2, which considers learners’...
- Autores:
-
López Carmona, Brando José
Ramos Cano, Luis Manuel
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/2749
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/2749
- Palabra clave:
- Participación oral
Alineación
Teoría Socio-cognitiva
Formación del profesorado
Oral participation
Alignment
Socio-Cognitive theory
Teacher-education
- Rights
- restrictedAccess
- License
- Copyright Universidad de Córdoba, 2020
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Exploring socio-cognitive alignment opportunities in an efl classroom |
| title |
Exploring socio-cognitive alignment opportunities in an efl classroom |
| spellingShingle |
Exploring socio-cognitive alignment opportunities in an efl classroom Participación oral Alineación Teoría Socio-cognitiva Formación del profesorado Oral participation Alignment Socio-Cognitive theory Teacher-education |
| title_short |
Exploring socio-cognitive alignment opportunities in an efl classroom |
| title_full |
Exploring socio-cognitive alignment opportunities in an efl classroom |
| title_fullStr |
Exploring socio-cognitive alignment opportunities in an efl classroom |
| title_full_unstemmed |
Exploring socio-cognitive alignment opportunities in an efl classroom |
| title_sort |
Exploring socio-cognitive alignment opportunities in an efl classroom |
| dc.creator.fl_str_mv |
López Carmona, Brando José Ramos Cano, Luis Manuel |
| dc.contributor.advisor.spa.fl_str_mv |
Becerra Posada, Tatiana |
| dc.contributor.author.spa.fl_str_mv |
López Carmona, Brando José Ramos Cano, Luis Manuel |
| dc.subject.proposal.spa.fl_str_mv |
Participación oral Alineación Teoría Socio-cognitiva Formación del profesorado |
| topic |
Participación oral Alineación Teoría Socio-cognitiva Formación del profesorado Oral participation Alignment Socio-Cognitive theory Teacher-education |
| dc.subject.keywords.eng.fl_str_mv |
Oral participation Alignment Socio-Cognitive theory Teacher-education |
| description |
Oral participation is the process in which students express and communicate their ideas and thoughts, having opportunities to practice L2 and interact with the teacher and classmates. According to Socio-cognitive theory, alignment plays an important role when learning a L2, which considers learners’ mind and body interaction with their peers and their surroundings as essential for learning. Thus, this study aimed to explore the alignment moments between a pre-service teacher and his students in an EFL classroom, as well as, the learning and participation opportunities generated by this alignment. Lesson observations were approached following micro-analysis and multimodal transcriptions. The findings described the semiotic resources such as proxemics, body posture, gazing and intonation that converged during the interaction between the pre-service teacher and students. Learning opportunities generated from the alignment moments such as participation and synchrony were also described. The study suggests benefits and further possibilities for research on alignment under a socio-cognitive approach in the field of teacher-education. |
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2020 |
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2020-06-03T13:27:28Z |
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2020-06-02 |
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Trabajo de grado - Pregrado |
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Amador, L., & Adams, G. (2013). Affiliative behaviors that increase language learning opportunities in infant and adult classroom: an integrated perspective. In A. D. Joaquin & J. H. Schumann (Eds.), Exploring the interactional instinct (pp. 133-167). Oxford University Press. Adams, W. (2015). Conducting semi-structured interviews. In K. Newcomer, H. Hatry, & J. Wholey (Eds.), Handbook of practical program evaluation. (pp. 492-505). USA: John Wiley & Sons. Atkinson, D. (2002). Toward a sociocognitive approach to second Llanguage acquisition. The Modern Language Journal, 86(4), 525-545. Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2007). Alignment and interaction in a sociocognitive approach to second language acquisition. The Modern Language Journal, 91(2), 169-188. https://doi.org/10.1111/j.1540-4781.2007.00539.x Atkinson, D. (2011). A sociocognitive approach to second language acquisition: How mind, body, and world work together in learning additional languages. In Alternative approaches to second language acquisition (pp. 155-178). Routledge. Atkinson, D. (2013). Language learning in mindbodyworld: A sociocognitive approach to second language acquisition. Language Teaching, 47(4), 467-483. Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2018). Language learning great and small: environmental support structures and learning opportunities in a sociocognitive approach to second language acquisition/teaching. The Modern Language Journal, 102(3), 471-493. https://doi.org/10.1111/modl.12496 Arrubla, A., Pareja, J., & Londoño, C. (2019). Are preservice teachers ready to become in-service tutors? Possibilities of sociocognitive alignment in EFL tutoring practices. En S. Jerez (Presidencia). III Congreso de Prácticas Innovadoras e Investigativas en Lenguas Extranjera. Congress held at Universidad de Córdoba en Montería, Colombia. Berry, T. (2008). Pre-test assessment. American Journal of Business Education, 1(1), 19-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ1052549.pdf Chaleunvong, K. (2009). Data collection techniques. Training Course in Reproductive Health Research Vientine [PowerPoint presentation]. Academia. https://n9.cl/elue0 Dings, A. (2014). Interactional competence and the development of alignment activity. The Modern Language Journal, 98(3), 742-756. Erickson, F. (1992). Ethnographic microanalysis of interaction. InM. Lecompte,W. Millroy, & J. Preissle (Eds.), Handbook of qualitative research in education (pp. 201–225). San Diego, CA: Academic Press. Gee, J. P. (1992). The Social Mind: Language, Ideology, and Social Practice. New York: Bergin and Garvey. Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of pragmatics, 32(10), 1489-1522. Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. Alternative approaches to second language acquisition, 117-142. Henainia, H. (2011). The importance of classroom oral participation in developing the speaking skill a case study of fourth year EFL students of Guelma University (Unpublished master's thesis). Badji Mokhtar Annaba University, Annaba, Algeria. Hensen, K. T. (1996). Teachers as researchers. In J. Sikula (Ed.), Handbook of research on teacher education (4th ed., pp. 53-66). New York: Macmillan. Hine, G. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163. Retrieved from http://www.iier.org.au/iier23/hine.html Houser, M. & Bainbridge, A. (2015). The role of oral participation in students engagement (Doctoral dissertation). Retrieved from https://www.researchgate.net/publication/279930453_The_Role_of_Oral_Participation_in_Student_Engagement_-_IN_PRESS_Communication_Education_DOI_1010800363452320151066019 Hutchison, T. & Waters, A. (1987). English for specific purposes: a learning-centred approach. New York, NY: Press Syndicate of the University of Cambridge. Lafont, L (2007). Study of factors that affect oral participation in the students of 6th grade at Maria Auxiliadora School in Sahagún Córdoba (Master’s thesis). Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/702/25872147.pdf?sequence=1&isAllowed=y. Lee, E. (2007). Linguistic and cultural factors in east Asian students' oral participation in U.S. university classrooms. International Education, 5, 27-47. https://www.academia.edu/25884196/Linguistic_and_Cultural_Factors_in_East_Asian_Students_Oral_Participation_in_U.S._University_Classrooms Lee, S.-H., & Tanaka, H. (2016). Affiliation and alignment in responding actions. Journal of Pragmatics, 100, 1–7. doi: 10.1016/j.pragma.2016.05.008 Levinson, S. (2006). On the human “interaction en-gine.” In N. Enfeld & S. Levinson (Eds.), Roots of human sociality (pp. 39–69). London: Berg. Matsuoka, R., Evans, D. R., Ozawa, M., Mizuno, M., Evans, D. R., Takeo, K. & Funashima, N. (2004). Socio-cognitive approach in second language acquisition research. J Nurs Studies NCNJ Vol, 3(1), 3. McNeill, D. (2005). Gesture, gaze, and ground. In S. Renals & S. Bengio (Eds.), International workshop on machine learning for multimodal interaction (pp. 1-14). Springer, Berlin, Heidelberg. Munezero, M., Suero, C., Mozgovoy, M. & Sutinen, E. (2013). Exploiting sentiment analysis to track emotions in students' learning diaries. Conference: proceedings of the 13th koli calling international conference on computing education research. Retrieved from http://web-ext.u-aizu.ac.jp/~mozgovoy/homepage/papers/mmms13.pdf O’Byrne, W. I. (2016, October 4). Four steps to conducting action research in the classroom. W. Ian O'Byrne. https://wiobyrne.com/action-research/ Perneth, E. (2012). Identifying classroom activities to encourage oral participation among beginner-level learners in an English class (Thesis). Universidad de Pamplona. Retrieved from http://ojs.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/view/262 Riemer, M. (2007). Communication skills for the 21st century engineer. Global Journal of Engineering Education, 11(1), 89-100. Retrieved from https://pdfs.semanticscholar.org/6976/2a3c558cbe2a20d59fb362718ac269da8bca.pdf Riess, J. R., Lasso Jimenez, H. N., & Quintero Rincon, J. (2012). Speaking activities and pegagogical strategies to promote oral participation. Pereira: Universidad Tecnológica de Pereira. Spradley, J. P. (2016). The ethnographic interview. Long Grove, Il: Waveland Press. Stivers, T. (2008). Stance, alignment, and affiliation during storytelling: When nodding is a token of affiliation. Research on Language and Social Interaction, 41(1), 31-57. https://doi.org/10.1080/08351810701691123 Uzum, B. (2010). An investigation of alignment in CMC from a sociocognitive perspective. CALICO Journal, 28(1), 135. Watson‐Gegeo, K. A. (2004). Mind, language, and epistemology: Toward a language socialization paradigm for SLA. The Modern Language Journal, 88(3), 331-350. https://doi.org/10.1111/j.0026-7902.2004.00233.x |
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Becerra Posada, Tatianad5f9efee-fd65-4887-b3c5-90429a1d62bd-1López Carmona, Brando Joséb349e3cb-a622-47b4-87ff-5a03189b39ce-1Ramos Cano, Luis Manuele2f51455-8fbc-4c18-82e7-ac4f3d12be1b-1Montería, Córdoba2020-06-03T13:27:28Z2020-06-03T13:27:28Z2020-06-02https://repositorio.unicordoba.edu.co/handle/ucordoba/2749Oral participation is the process in which students express and communicate their ideas and thoughts, having opportunities to practice L2 and interact with the teacher and classmates. According to Socio-cognitive theory, alignment plays an important role when learning a L2, which considers learners’ mind and body interaction with their peers and their surroundings as essential for learning. Thus, this study aimed to explore the alignment moments between a pre-service teacher and his students in an EFL classroom, as well as, the learning and participation opportunities generated by this alignment. Lesson observations were approached following micro-analysis and multimodal transcriptions. The findings described the semiotic resources such as proxemics, body posture, gazing and intonation that converged during the interaction between the pre-service teacher and students. Learning opportunities generated from the alignment moments such as participation and synchrony were also described. The study suggests benefits and further possibilities for research on alignment under a socio-cognitive approach in the field of teacher-education.1. Introduction ................................................................................................................................. 82. Theoretical framework .............................................................................................................. 112.1. Conceptual framework ...................................................................................................... 112.1.1. Oral participation ....................................................................................................... 112.1.2. Socio-cognitive approach .......................................................................................... 132.1.3. Alignment .................................................................................................................. 142.2. Literature review ............................................................................................................... 163. Methods ..................................................................................................................................... 193.1. Type of study ..................................................................................................................... 193.2. Context and participants .................................................................................................... 213.2.1. Context ...................................................................................................................... 213.2.2. Participants ................................................................................................................ 213.2.3. The EFL lesson.......................................................................................................... 233.3. Data collection procedures ................................................................................................ 273.4. Data analysis ..................................................................................................................... 284. Findings ..................................................................................................................................... 304.1. Alignment within a whole class interaction ...................................................................... 304.2. Class alignment ................................................................................................................. 344.3. Opportunities for participation through alignment ............................................................ 395. Discussion ................................................................................................................................. 436. Conclusions ............................................................................................................................... 46References ......................................................................................................................................... 48Appendix A ....................................................................................................................................... 54Appendix B. ...................................................................................................................................... 57PregradoLicenciado(a) en lenguas extranjeras con énfasis en inglésapplication/pdfengCopyright Universidad de Córdoba, 2020https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_16ecExploring socio-cognitive alignment opportunities in an efl classroomTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Amador, L., & Adams, G. (2013). Affiliative behaviors that increase language learning opportunities in infant and adult classroom: an integrated perspective. In A. D. Joaquin & J. H. Schumann (Eds.), Exploring the interactional instinct (pp. 133-167). Oxford University Press.Adams, W. (2015). Conducting semi-structured interviews. In K. Newcomer, H. Hatry, & J. Wholey (Eds.), Handbook of practical program evaluation. (pp. 492-505). USA: John Wiley & Sons.Atkinson, D. (2002). Toward a sociocognitive approach to second Llanguage acquisition. The Modern Language Journal, 86(4), 525-545.Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2007). Alignment and interaction in a sociocognitive approach to second language acquisition. The Modern Language Journal, 91(2), 169-188. https://doi.org/10.1111/j.1540-4781.2007.00539.xAtkinson, D. (2011). A sociocognitive approach to second language acquisition: How mind, body, and world work together in learning additional languages. In Alternative approaches to second language acquisition (pp. 155-178). Routledge.Atkinson, D. (2013). Language learning in mindbodyworld: A sociocognitive approach to second language acquisition. Language Teaching, 47(4), 467-483.Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2018). Language learning great and small: environmental support structures and learning opportunities in a sociocognitive approach to second language acquisition/teaching. The Modern Language Journal, 102(3), 471-493. https://doi.org/10.1111/modl.12496Arrubla, A., Pareja, J., & Londoño, C. (2019). Are preservice teachers ready to become in-service tutors? Possibilities of sociocognitive alignment in EFL tutoring practices. En S. Jerez (Presidencia). III Congreso de Prácticas Innovadoras e Investigativas en Lenguas Extranjera. Congress held at Universidad de Córdoba en Montería, Colombia.Berry, T. (2008). Pre-test assessment. American Journal of Business Education, 1(1), 19-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ1052549.pdfChaleunvong, K. (2009). Data collection techniques. Training Course in Reproductive Health Research Vientine [PowerPoint presentation]. Academia. https://n9.cl/elue0Dings, A. (2014). Interactional competence and the development of alignment activity. The Modern Language Journal, 98(3), 742-756.Erickson, F. (1992). Ethnographic microanalysis of interaction. InM. Lecompte,W. Millroy, & J. Preissle (Eds.), Handbook of qualitative research in education (pp. 201–225). San Diego, CA: Academic Press.Gee, J. P. (1992). The Social Mind: Language, Ideology, and Social Practice. New York: Bergin and Garvey.Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of pragmatics, 32(10), 1489-1522.Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. Alternative approaches to second language acquisition, 117-142.Henainia, H. (2011). The importance of classroom oral participation in developing the speaking skill a case study of fourth year EFL students of Guelma University (Unpublished master's thesis). Badji Mokhtar Annaba University, Annaba, Algeria.Hensen, K. T. (1996). Teachers as researchers. In J. Sikula (Ed.), Handbook of research on teacher education (4th ed., pp. 53-66). New York: Macmillan.Hine, G. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163. Retrieved from http://www.iier.org.au/iier23/hine.htmlHouser, M. & Bainbridge, A. (2015). The role of oral participation in students engagement (Doctoral dissertation). Retrieved from https://www.researchgate.net/publication/279930453_The_Role_of_Oral_Participation_in_Student_Engagement_-_IN_PRESS_Communication_Education_DOI_1010800363452320151066019Hutchison, T. & Waters, A. (1987). English for specific purposes: a learning-centred approach. New York, NY: Press Syndicate of the University of Cambridge.Lafont, L (2007). Study of factors that affect oral participation in the students of 6th grade at Maria Auxiliadora School in Sahagún Córdoba (Master’s thesis). Retrieved from http://manglar.uninorte.edu.co/bitstream/handle/10584/702/25872147.pdf?sequence=1&isAllowed=y.Lee, E. (2007). Linguistic and cultural factors in east Asian students' oral participation in U.S. university classrooms. International Education, 5, 27-47. https://www.academia.edu/25884196/Linguistic_and_Cultural_Factors_in_East_Asian_Students_Oral_Participation_in_U.S._University_ClassroomsLee, S.-H., & Tanaka, H. (2016). Affiliation and alignment in responding actions. Journal of Pragmatics, 100, 1–7. doi: 10.1016/j.pragma.2016.05.008Levinson, S. (2006). On the human “interaction en-gine.” In N. Enfeld & S. Levinson (Eds.), Roots of human sociality (pp. 39–69). London: Berg.Matsuoka, R., Evans, D. R., Ozawa, M., Mizuno, M., Evans, D. R., Takeo, K. & Funashima, N. (2004). Socio-cognitive approach in second language acquisition research. J Nurs Studies NCNJ Vol, 3(1), 3.McNeill, D. (2005). Gesture, gaze, and ground. In S. Renals & S. Bengio (Eds.), International workshop on machine learning for multimodal interaction (pp. 1-14). Springer, Berlin, Heidelberg.Munezero, M., Suero, C., Mozgovoy, M. & Sutinen, E. (2013). Exploiting sentiment analysis to track emotions in students' learning diaries. Conference: proceedings of the 13th koli calling international conference on computing education research. Retrieved from http://web-ext.u-aizu.ac.jp/~mozgovoy/homepage/papers/mmms13.pdfO’Byrne, W. I. (2016, October 4). Four steps to conducting action research in the classroom. W. Ian O'Byrne. https://wiobyrne.com/action-research/Perneth, E. (2012). Identifying classroom activities to encourage oral participation among beginner-level learners in an English class (Thesis). Universidad de Pamplona. Retrieved from http://ojs.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/view/262Riemer, M. (2007). Communication skills for the 21st century engineer. Global Journal of Engineering Education, 11(1), 89-100. Retrieved from https://pdfs.semanticscholar.org/6976/2a3c558cbe2a20d59fb362718ac269da8bca.pdfRiess, J. R., Lasso Jimenez, H. N., & Quintero Rincon, J. (2012). Speaking activities and pegagogical strategies to promote oral participation. Pereira: Universidad Tecnológica de Pereira.Spradley, J. P. (2016). The ethnographic interview. Long Grove, Il: Waveland Press.Stivers, T. (2008). Stance, alignment, and affiliation during storytelling: When nodding is a token of affiliation. Research on Language and Social Interaction, 41(1), 31-57. https://doi.org/10.1080/08351810701691123Uzum, B. (2010). An investigation of alignment in CMC from a sociocognitive perspective. CALICO Journal, 28(1), 135.Watson‐Gegeo, K. A. (2004). Mind, language, and epistemology: Toward a language socialization paradigm for SLA. The Modern Language Journal, 88(3), 331-350. https://doi.org/10.1111/j.0026-7902.2004.00233.xParticipación oralAlineaciónTeoría Socio-cognitivaFormación del profesoradoOral participationAlignmentSocio-Cognitive theoryTeacher-educationFacultad de Educación y Ciencias HumanasLicenciatura en Lenguas Extranjeras con Énfasis en InglésPublicationORIGINALLopezCarmonaBrandoJose- RamosCanoLuisManuel.pdfLopezCarmonaBrandoJose- RamosCanoLuisManuel.pdfapplication/pdf928535https://repositorio.unicordoba.edu.co/bitstreams/fa708377-58e1-495f-8dc5-1dd495dec261/download4c31c88b6a3148167644a9aba5000ac4MD51Formato de autorización.pdfFormato de autorización.pdfapplication/pdf332674https://repositorio.unicordoba.edu.co/bitstreams/ab404789-ea74-4736-ae20-cd5f72c48058/download8b9fd1386c48014d17701d394584a530MD52LICENSElicense.txtlicense.txttext/plain; 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