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L'expression d'opinions personnelles dans les interactions en classe:: (dis)continuités dans la gestion des positionnements épistémiques entre l'école obligatoire et postobligatoire
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| 11 |
Saudi students and IEP teachers: converging and diverging perspectives
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Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom
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Voilà, an orientation shift marker in modern French discourse: a conversation analytic perspective
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Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign
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| 15 |
Scientific laws and causality in the philosophy of second language acquisition: A neo-Aristotelian approach
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Abstract:
The field of second language acquisition (SLA), since its inception, has been strongly influenced by a cognitivist tradition that stretches back to Descartes. This cognitivist influence is particularly visible in the application of Chomsky’s Universal Grammar to SLA (e.g., White, 1989, 2003, 2007) and in Doughty and Long’s (2003) call for SLA to abide under the same disciplinary roof as cognitive science (see also Gregg, 2003). But cognitivism in SLA has not gone unchallenged. Block (1996), for example, argued for a poorly defined version of relativism in SLA and was convincingly refuted by Gregg, Long, Jordan, and Beretta (1997). Others offering alternatives to cognitivism, however, have been more successful. Among them, Firth & Wagner (1997) set off a rousing debate concerning the scope, key concepts, and explananda of SLA and were promptly misunderstood by prominent cognitivist SLA researchers (e.g., Long, 1997, and Gass, 1998). This failure to communicate, on both sides, significantly resembles the notion of incommensurability developed by Kuhn (1962/1996): researchers working from different paradigms, or research traditions, inevitably talk past each other because they have no rational basis for evaluating the claims of the other side. The present work suggests a potential remedy for the divide between cognitivist and social SLA. First of all, SLA research is often pursued with little regard for its philosophical heritage. The only major effort to situate SLA within the history of modern philosophy (Jordan, 2004) begins in the seventeenth century with Descartes and accepts the early modern denunciation of Aristotelianism without reservation. The recent neo-Aristotelian revival in philosophy, however, indicates that such an approach is problematic. Particularly in metaphysics and philosophy of science, neo-Aristotelian researchers have shown that key Aristotelian concepts – in particular natures, capacities, and final causes – ought to be reconsidered (e.g., volumes edited by Feser, 2013, Groff & Greco, 2013, Marmadoro, 2010, and Tahko, 2012). Drawing on Cartwright (1999), the present work suggests that neo-Aristotelian philosophy of science provides a way to account for the different emphases of cognitivist and social SLA, particularly conversation analysis (CA) as used in SLA research. In Cartwright’s neo-Aristotelian terms, cognitivist SLA searches for scientific laws ceteris paribus, in order to uncover humans’ capacity for language acquisition. CA, as an example of social SLA, investigates the phenomena of language learning ceteris non paribus. This approach, motivated by neo-Aristotelian notions of causality and scientific laws, provides an alternate way to conceptualize the discipline and account for the differences between cognitivist and social SLA.
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Keyword:
neo-Aristotelianism; philosophy of science; Second language acquisition
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URL: http://hdl.handle.net/2142/49674
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| 16 |
Checking recognition: do you remember and do you know in talk-in-interaction
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Jack Sidnell. Conversation Analysis: An Introduction. Malden, Massachusetts: Wiley‐Blackwell. 2010. 269 pp. Pb (9781405159012) 6.95. John Heritage and Steven Clayman. Talk in Action: Interactions, Identities and Institutions. Malden, Massachusetts: Wiley‐Blackwell. 2010. 320 pp. Pb (9781405185493) 1.95.
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In: Journal of sociolinguistics. - Oxford [u.a.] : Blackwell 17 (2013) 1, 118-122
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OLC Linguistik
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| 19 |
Group planning among L2 learners of Italian: a conversation analytic perspective
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| 20 |
The role of metalinguistic terminology in second language teaching and learning
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