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Collaborative Mobilizations of Interbodied Communication for Cooperative Action
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In: Applied Linguistics Faculty Publications and Presentations (2022)
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Rewilding Language Education: Emergent Assemblages and Entangled Actions
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In: Applied Linguistics Faculty Publications and Presentations (2021)
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Localized Globalization: Directives in Augmented Reality Game Interaction
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In: Applied Linguistics Faculty Publications and Presentations (2021)
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Making Use Of Prosodic Resources in a New Language: Self-repetition In Wh-Questions in Talk-In-Interaction
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In: McNair Symposium (2021)
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Changing Practices for Connected Discourse: Starting and Developing Topics in Conversation
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In: Applied Linguistics Faculty Publications and Presentations (2021)
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6 |
Managing Language Issue in Second Language Storytelling
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In: Applied Linguistics Faculty Publications and Presentations (2020)
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7 |
Discourse Analysis on Foregrounded Information in Audiological Resources for Parents of Deaf Children
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In: McNair Symposium (2020)
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8 |
'Distributed' Language for Learning in the Wild
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In: Applied Linguistics Faculty Publications and Presentations (2020)
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Telehealth, Tele-Happy Hours, Tele-Everything
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In: At This Moment Webinar Series (2020)
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Mobile Augmented Reality and Language-Related Episodes
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In: Applied Linguistics Faculty Publications and Presentations (2019)
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Abstract:
Applications of locative media (e.g., place‐based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language‐related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed‐proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners’ understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs’ assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task‐based language teaching approaches.
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Keyword:
Augmented reality; Linguistics; Location-based services -- Applications to second language acquisition; Location-based services -- Social aspects; Mobile computing -- Social aspects
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1057&context=ling_fac https://pdxscholar.library.pdx.edu/ling_fac/56
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11 |
Conversation Analytic Research on Learning-in-Action The Complex Ecology of Second Language Interaction ‘in the wild’
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In: Applied Linguistics Faculty Publications and Presentations (2019)
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Building Socio-environmental Infrastructures for Learning
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In: Applied Linguistics Faculty Publications and Presentations (2019)
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14 |
Talking About Reading: Changing Practices for a Literacy Event
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In: Applied Linguistics Faculty Publications and Presentations (2018)
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15 |
Languaging as Competencing: Considering Language Learning as Enactment
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In: Applied Linguistics Faculty Publications and Presentations (2018)
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Mobile Augmented Reality: Hyper Contextualization and Situated Language Usage Events
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In: World Languages and Literatures Faculty Publications and Presentations (2017)
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17 |
Mobile Reading as Social and Embodied Practice
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In: Applied Linguistics Faculty Publications and Presentations (2017)
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