An Analysis of Spanish L2 Learners' Orientation Through Activity Theory
Bibliographic Data
| ID | 8939417 |
|---|---|
| Authors | C Cecilia Tocaimaza‐Hatch (0000-0002-0391-5818, University of Nebraska at Omaha, corresponding author) |
| Year | 2015 |
| Volume | 48 |
| Issue | 3 |
| Pages | 491-510 |
| Publication date | 2015-08-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12148 |
| OpenAlex | W1861697221 |
| Language | EN |
| Citations received | 4 |
| References cited | 29 |
Orientation is defined as the way in which individuals view a task and the means they devise to fulfill it (Appel & Lantolf, 1994; Roebuck, 2000). This study investigated the orientation of twelve learners enrolled in a fourth‐semester Spanish L2 university course through the analysis of their interactions during a collaborative text‐reconstruction task and in their post‐activity reflections on their participation. Viewed through the lens of activity theory (Appel & Lantolf, 1994; Wertsch, 1998), learners' behavior and reflections presented an account of their orientation that was rooted in their motives, needs, and goals and materialized in concrete action during the task. Findings demonstrated that (a) learners' orientation changed at various times during the activity depending on how their individual goals were met by the social setting (e.g., how helpful their partner was in completing the task) and (b) learners' reflections exposed information that was not apparent in activity (e.g., dissatisfaction with the task) but essential for language practitioners who seek to understand learners' goals, needs, and overall orientation toward language learning. Pedagogical implications address the implementation of orientation assessment forms in the L2 classroom
Action (physics · Goal Orientation · Mathematics education · Orientation (vector space · Pedagogy · Task (project management · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Psychology · Second Language Learning and Teaching · Social Psychology
Learning Vocabulary in Another Language
Interaction and Second Language Learning
Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom
Learner proficiency and focus on form during collaborative dialogue
Effects of proficiency differences and patterns of pair interaction on second language learning
Problems in Output and the Cognitive Processes They Generate
Who's Helping Whom?
Metatalk in a Pair Work Activity
Activity Theory and the Incidental Learning of Second-language Vocabulary
Exploring the Role of Modality
Using language ideology and positioning to broaden the SLA learner beliefs landscape
What lies beneath
L2 Vocabulary Learning from Context
Language‐Learning Motivation During Short‐Term Study Abroad
Naturalistic inquiry
On Two Metaphors for Learning and the Dangers of Choosing Just One
Task Engagement
Resolving Referential Conflicts in L2 Interaction
Effectiveness of L2 Instruction
Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 2017 - 2022 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |