There has recently been a call to ‘bridge the gap’ between social and cognitive theoretical perspectives in applied linguistics – especially with regard to the learning and teaching of languages and cultures. This paper first outlines the main tensions that exist between dominant cognitive and social perspectives on second language learning, as well as recent attempts to provide insights into how the two are intertwined in task-based peer-interaction. Drawing on data from my research into Japanese learners of English during task-based interaction, I then provide a perspective on how learners (re-)interpret task rubrics and act on these interpretations in task-based activity, leading to outcomes which may or may not reflect the intentions of task designers. I argue that such a focus on the learner’s perspective in foreign language learning can provide evidence of a situated and dynamic link between peer-interaction and individual learning.
Dr Paul Moore is a lecturer in Applied Linguistics at the University of Queensland. His research interests include second language learning and social/cognitive perspectives on task-based language teaching (TBLT). His work has appeared in The Modern Language Journal, and in various edited volumes, including an article on TBLT in the forthcoming TESOL Encyclopædia.
11.00am Friday 28 October 2016
Seminar Room, Level 4 Forgan Smith Tower,
University of Queensland, St Lucia
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