SỰ GẮN KẾT VỚI NGÔN NGỮ *: MỘT KHÁI NIỆM TIỀM NĂNG CHO CÁC NGHIÊN CỨU VỀ VIỆC TƯƠNG TÁC GIỮA NHỮNG NGƯỜI HỌC NGÔN NGỮ

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Tác giả: Thu Hiền Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2019

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Bộ sưu tập: Metadata

ID: 395940

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Người học ngôn ngữ thường sử dụng nhiều thời gian trong lớp học để tương tác với nhau. Điều này đúng với cả lớp học ngôn ngữ thứ hai cũng như ngoại ngữ. Việc tương tác giữa những người học ngày càng được xem là một ngữ cảnh lý tưởng cho việc học ngôn ngữ. Vì vậy, ngày càng có nhiều nghiên cứu về các khía cạnh của việc tương tác này. Các nghiên cứu trước đây đã mang lại những kiến thức hay về nhiều khía cạnh của sự tương tác giữa những người học, ví dụ như việc cung cấp phản hồi tương tác
việc sản sinh ngôn ngữ
việc sửa đổi ngôn ngữ trong quá trình đàm phán khi học
việc chú ý đến cấu trúc, từ vựng, phát âm
hay việc hợp tác giữa những người học trong quá trình học ngôn ngữ. Tuy nhiên, vẫn chưa có một khái niệm nào giúp chúng ta nghiên cứu được nhiều khía cạnh của việc tương tác này. Bài viết này đề xuất việc sử dụng khái niệm của Svalberg (2009) có tên là "sự gắn kết với ngôn ngữ" cho các nghiên cứu về việc tương tác giữa những người học ngôn ngữ vì khái niệm này bao gồm được cả 3 mảng lớn của việc tương tác
đó là nhận thức, xã hội và cảm xúc., Tóm tắt tiếng anh, Language learners spend a considerable amount of time interacting with other learners in both second and foreign language classrooms. The idea that peer interaction has increasingly been considered a context for language learning has been matched by a growing body of research examining different aspects of peer talk. Previous literature has provided important insights into various aspects of learner-learner interaction including the provision of interactional feedback, output production, modifications in the process of negotiation for meaning, the attention paid by language learners to language forms, as well as the collaboration among learners in the construction of the language knowledge. However, no comprehensive framework has been established to enable the integration of various features. Recently, engagement with language, proposed by Svalberg (2009) has emerged as a more encompassing concept which integrates cognitivesocial and affective aspects of learner-learner interaction. This paper aims to propose this newly emerged construct as a potential for research into peer interaction among language learners.

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