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Ancillary and Constitutive Discourse in Second Language Learning Tasks
https://doi.org/10.60461/0002000157
https://doi.org/10.60461/0002000157dd090200-fc63-4600-b8db-8b880e8c4b26
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
jinbun024005.pdf (206 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2024-10-03 | |||||||||||
| タイトル | ||||||||||||
| タイトル | Ancillary and Constitutive Discourse in Second Language Learning Tasks | |||||||||||
| 言語 | en | |||||||||||
| その他のタイトル | ||||||||||||
| その他のタイトル | 第二言語学習タスクにおける言語の補助的主体的役割 | |||||||||||
| 言語 | ja | |||||||||||
| 作成者 |
大橋, 由美
× 大橋, 由美
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| アクセス権 | ||||||||||||
| アクセス権 | open access | |||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||
| 内容記述 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | Making use of an ecological perspective, activity theory and systemic functional linguistics, this study presents a theoretical framework for designing second language classroom tasks. An ecological perspective implies that language use emerges as learners take action to mediate cognition, making use of a rich 'semiotic budget' ( van Lier, 2000) present within the environment. This suggests that the quality of an environment, learners' perception of that environment, and their utilization of the environment for taking action are of vital importance. Activity theory theorizes the relationship between human action and language use. Activities are realized by multiple actions, which are specific to contexts. In order to achieve goals human action is taken mediated either by material tools or symbolic tools. Language use is a meditational tool to achieve human action. Systemic functional linguistics is adopted to explain the role of language. A key factor is the degree of context dependency in language use. Hasan (1985) makes a distinction between language being either ancillary or constitutive in different events. Tasks eliciting ancillary language use make low language demands that restrict learners to an unchallenging learning opportunity lacking in affordances for learners to invest themselves beyond the physical action required. In contrast, tasks requiring learners to engage in context-independent language use make a higher demand on lexico-grammatical use. The author argues that successful learning emerges from task design incorporation an appropriate level of challenge in meaningful tasks that enable learners to transform their particiaton. | |||||||||||
| 言語 | en | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 福岡女学院大学人文学部 | |||||||||||
| 言語 | ja | |||||||||||
| 言語 | ||||||||||||
| 言語 | eng | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子（シンプル） | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ（シンプル） | departmental bulletin paper | |||||||||||
| 出版タイプ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 識別子 | ||||||||||||
| 識別子 | https://hdl.handle.net/11470/65 | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.60461/0002000157 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 収録物識別子 | ||||||||||||
| 収録物識別子タイプ | PISSN | |||||||||||
| 収録物識別子 | 13492136 | |||||||||||
| 収録物識別子 | ||||||||||||
| 収録物識別子タイプ | EISSN | |||||||||||
| 収録物識別子 | 27591662 | |||||||||||
| 収録物識別子 | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11425084 | |||||||||||
| 書誌情報 |
ja : 福岡女学院大学紀要. 人文学部編 巻 24, p. 43-59, ページ数 17, 発行日 2014-03 |
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