Oral language learning in a foreign language context: Constrained or constructed? A sociocultural perspective

Ruiying Niu, Kailun Lu, Xiaoye You

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This paper reports on an exploratory study which investigated English as a foreign language (EFL) learners’ oral language learning experiences from a sociocultural perspective. The study involved four Chinese proficient English learners, and gathered data from interviews and written journals. With Activity Theory serving as the analytical framework, data analysis revealed that 13 sociocultural resources in relation to artifacts, rules, community, and roles mediated the participants’ oral English learning by providing and actualizing learning affordances, serving as learning goals, and generating motivation for learning. The findings delineate a picture of the social context in which learners make use of sociocultural resources, both instructional and extracurricular, to seek opportunities for oral language learning. The study suggests that EFL contexts can afford learners with diverse potential learning resources, the usefulness of which depends on learners’ agency in seeking and exploiting these resources.

Original languageEnglish (US)
Pages (from-to)38-49
Number of pages12
JournalSystem
Volume74
DOIs
StatePublished - Jun 1 2018

Fingerprint

foreign language
language
learning
resources
Language Acquisition
Sociocultural Perspective
Oral Language
Resources
artifact
data analysis
interview
community
experience

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

@article{2e24b34d01854c46820f71f6c430b3d8,
title = "Oral language learning in a foreign language context: Constrained or constructed? A sociocultural perspective",
abstract = "This paper reports on an exploratory study which investigated English as a foreign language (EFL) learners’ oral language learning experiences from a sociocultural perspective. The study involved four Chinese proficient English learners, and gathered data from interviews and written journals. With Activity Theory serving as the analytical framework, data analysis revealed that 13 sociocultural resources in relation to artifacts, rules, community, and roles mediated the participants’ oral English learning by providing and actualizing learning affordances, serving as learning goals, and generating motivation for learning. The findings delineate a picture of the social context in which learners make use of sociocultural resources, both instructional and extracurricular, to seek opportunities for oral language learning. The study suggests that EFL contexts can afford learners with diverse potential learning resources, the usefulness of which depends on learners’ agency in seeking and exploiting these resources.",
author = "Ruiying Niu and Kailun Lu and Xiaoye You",
year = "2018",
month = "6",
day = "1",
doi = "10.1016/j.system.2018.02.006",
language = "English (US)",
volume = "74",
pages = "38--49",
journal = "System",
issn = "0346-251X",
publisher = "Elsevier Limited",

}

Oral language learning in a foreign language context : Constrained or constructed? A sociocultural perspective. / Niu, Ruiying; Lu, Kailun; You, Xiaoye.

In: System, Vol. 74, 01.06.2018, p. 38-49.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Oral language learning in a foreign language context

T2 - Constrained or constructed? A sociocultural perspective

AU - Niu, Ruiying

AU - Lu, Kailun

AU - You, Xiaoye

PY - 2018/6/1

Y1 - 2018/6/1

N2 - This paper reports on an exploratory study which investigated English as a foreign language (EFL) learners’ oral language learning experiences from a sociocultural perspective. The study involved four Chinese proficient English learners, and gathered data from interviews and written journals. With Activity Theory serving as the analytical framework, data analysis revealed that 13 sociocultural resources in relation to artifacts, rules, community, and roles mediated the participants’ oral English learning by providing and actualizing learning affordances, serving as learning goals, and generating motivation for learning. The findings delineate a picture of the social context in which learners make use of sociocultural resources, both instructional and extracurricular, to seek opportunities for oral language learning. The study suggests that EFL contexts can afford learners with diverse potential learning resources, the usefulness of which depends on learners’ agency in seeking and exploiting these resources.

AB - This paper reports on an exploratory study which investigated English as a foreign language (EFL) learners’ oral language learning experiences from a sociocultural perspective. The study involved four Chinese proficient English learners, and gathered data from interviews and written journals. With Activity Theory serving as the analytical framework, data analysis revealed that 13 sociocultural resources in relation to artifacts, rules, community, and roles mediated the participants’ oral English learning by providing and actualizing learning affordances, serving as learning goals, and generating motivation for learning. The findings delineate a picture of the social context in which learners make use of sociocultural resources, both instructional and extracurricular, to seek opportunities for oral language learning. The study suggests that EFL contexts can afford learners with diverse potential learning resources, the usefulness of which depends on learners’ agency in seeking and exploiting these resources.

UR - http://www.scopus.com/inward/record.url?scp=85042311347&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042311347&partnerID=8YFLogxK

U2 - 10.1016/j.system.2018.02.006

DO - 10.1016/j.system.2018.02.006

M3 - Article

AN - SCOPUS:85042311347

VL - 74

SP - 38

EP - 49

JO - System

JF - System

SN - 0346-251X

ER -